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Understanding Arts and Arts Education (Theory)
UNIT 1 UNDERSTANDING ARTS AND ARTS

EDUCATION (THEORY) Notes
STRUCTURE
1.0 Introduction
1.1 Learning Objectives
1.2 Meaning and Concept of Art Education
(i)Visual Arts (ii) Performing Arts and its significance at elementary level
of school Education
1.2.1 What is Art Education?
1.2.2 What is Visual Art?
1.2.3 What is Performing art?
1.2.4 Nature and Scope of Art Education
1.3 Importance of Art Education at Elementary Level
1.3.1 Need and Importance of Visual Arts
1.3.2 Need and Importance of Performing Arts
1.3.2.1 The World of Dance
1.3.2.2 The World of Drama
1.3.2.3 The World of Music
1.3.3 Understanding Child Art
1.4 Knowledge of Regional Arts and Crafts (Local Specific) And it’s Relevance
in Education
1.4.1 What is Regional Art and Craft?
1.4.2 Relationship of art and craft with elementary education.
1.4.3 Teaching Students about Folk Objects and Traditional Arts
1.5 Knowledge of contemporary Arts and Artists, and artisans from the field
of Visual and Performing Arts
1.6 Let Us Sum Up
1.7 Suggested Reading &References
1.8 Unit-End Exercises
Block 1 : Art Education 1

1.0 INTRODUCTION
Notes
The child comes to the world with an innate capacity to learn. The first language
of learning is not the language you speak to the child, the learning does not start
with the alphabets and numerals, with facts or books, with the schools or classes,
actual learning begins with the immediate environmentwith the visuals around,
with the sounds enveloping the child and the regular events that take place around
them. The child repeats the sounds elders produce, enjoys the giggles and claps,
copies and performs ... A look at a beautiful picture, a melodious lullaby, the
shower of a lovely smile, the feel of an affectionate hand, there emerges a
spontaneous response from a child. On the other hand, the sound of thunder, a
flash of lightening, a rough touch and the child deplores it and starts wailing.
The voyage of exploration commences through these regular happenings and it
is the beginning of learning in visual and performing arts.
“What is art? Art is the response of man’s creative soul to the call of the
real.” said Rabindranath Tagore.
1.1 LEARNING OBJECTIVES

After completion of this unit, you will be able to:
• Explain the perspectives of visual and performing art.
• Know about our regional art forms-music, dance, theater, puppetry and
inculcate awareness and love for our local specific arts and regional art
forms.
• Analyze diverse ways of communicating concepts.
• Relate to art activities for imparting regular curriculum in day to day teaching
• Understand how art encourages self directed learning and sharpens the
creative skills of a child. It escalates and innovates vision
• Analyse the importance of Arts in enhancing the traits in personality like

self esteem, self discipline ,better concentration etc
Why do the children do better in schools where arts are involved? Art
education helps us achieve many fold objectives.
2 Diploma in Elementary Education (D.El.Ed)

Appreciating similarities
Notes
and CELEBRATING
Learning with DIFFERENCES
fun and without
barriers
CORE
VALUES
Social Respect for self

Responsibility and others
1.2 MEANING AND CONCEPT OF ART EDUCATION

1.2.1 WHAT IS ART EDUCATION?
Art Education is a primary pathway to learning, a journey of discovery of the
meaning of teaching for aesthetic experience. Art is an expression of ideas created
by human imagination, skill and invention. There is a saying “Music is what
feelings sound like”. Similarly this applies to other art forms. Movement manifests
emotion ,voice modulation gives way to the inner self, drawing reveals the inner
layers of the mind, Sculpture mirrors the inner self - —— This is Art
education .This is why we need Art education .Art education is the area of learning
that is based upon
• The visual, tangible art
• The performing arts
1.2.2 THE VISUAL

An artist uses paper, canvas, clay, metal,
paint etc. which can be moulded or
transformed to create some physical or
art object.
a. drawing,
b. painting,
c. sculpture,

d. Design (in jewellery, pottery, weaving, fabrics, etc. and design applied to
Notes more practical fields such as commercial graphics and home furnishings.)
e. Contemporary topics include photography, video, film, design, computer art,
etc.)
We have Art all around us: in paintings, architecture, pottery, sculpture etc. 0ur
architecture, inside our houses, in the way we dress up, the way we display our
food, the way we stand, sit or even talk...a personal style statement.Each occasion
and festivities in our lives involve the aesthetic expression. The rangolis on our
door steps on Diwali, that huge Ravana on Dussehra, the beautiful temporary
temples and not to miss Goddess Durga statues which have a new personification
every year,... the shape , form and style of the divas emerging every day...how
can we think of a life untouched by art ?The ideas and skills in visual art can
help transmission of cultural know how, traditional and customs.
Your role as teacher will be to lead your students to discover the enormous variety
of art. Photography, ceramics, metalwork, collage are also art works.
You can see how many forms and styles emerge when we have a class of 35-40
kids trying their hands on a basket decoration or at pottery. And displaying them
becomes another art expression.
1.2.3 THE PERFORMING ARTS?

The artist uses their own body, face and presence as a medium.
It is something which is performed, seen and heard.
Usually the different types of performing arts accepted and understood are;
Theatre
Music
Dance
Puppetry

But some others are
Notes
Dance Drama
Music
PERFORMING
Magic ARTS
Circus
Spoken arts
word
Artists who participate in performing arts in front of an audience are called

Performers .They include actors, comedians, dancers, magicians, musicians,
singers, puppeteers etc. The important aspect that a teacher has to understand is
that performance need not always be through very formal learning. India is a
land of too many diverse cultures. The rich and all-embracing India has always
had a comprehensive approach to life around and created a blissful environment
in which a child participates in many artistic activities in day to day life which is
central to education and self-development. The birth of a child , going to the
gurukul, marriage, sacred thread ceremony, festivals, sowing and harvest
celebrations even death has elements of so many art forms in our culture. Arts is
always present in the conscious and sub- conscious mind. Let us understand how
celebration of a festival helps understanding varied facets of our culture
Example
In the state of Punjab, wheat is the main winter crop, which is sown in October
and harvested in March or April. In January, the fields come up with the promise
of a golden harvest, and farmers celebrate Lohri during this rest period before
the cutting and gathering of crops. For Punjabis, this is more than just a festival,
it is an example of a way of life. The winters end during this time and the Earth
starts moving towards the sun marking the auspicious period of Uttarayan. People
offer peanuts, rewri, flour, butter and various food items to places of religious
worship to thank God for a good harvest. Logs of wood are piled together for a

bonfire symbolizing a prayer to Agni for abundant crops and prosperity. Friends
and relatives gather around it. They go around the fire three times, giving offerings
Notes
of popcorns, peanuts, revri and sweets. Then, to the beat of the dhol (traditional
Indian drum), people dance around the fire. Prasad of til, peanuts, revri, puffed
rice, popcorn, gajak and sweets is distributed. What all is a child learning out of
this festival if properly explained. The changing season, importance of agriculture,
information when the crop wheat is sown and harvested ,what food like til,
peanuts, revrietc is good to be consumed in winters , importance of community
celebration, sharing of joys and sorrows and so on.Hence it will not be difficult
for any teacher to bring these information to the classroom by celebrating the
festival. This is what is meant by performing arts. The songs in each festival will
give so many messages about varied climate, tradition, clothes, people etc.
Similarly dances and vigorous movements helps the body to be active .Hence we
see both physical and mental stimulation in any celebration . Glamorous films
are snatching away real life issues – Don’t we realize this?
So teachers let us follow what the great poet observed about his life “We wrote,
we sang, we acted, and we poured ourselves out on every side.’ There was
tremendous excitement and cultural richness.”Rabindranath Tagore
Check your progress -1
A. True or false
1. Crafts like Jewellery making, quilting, and woodworking, rangoli are all
art. True/False
2. All art is good art. There is nothing called mediocre art. True/False
3. Art always has to be very beautiful. True/False
4. I found a very interesting shape of stone. I brought it home and mounted it

on a base. It is such a fine piece of art. True/False
5. Art always has to be realistic. It cannot be art if it does not look like what
our eyes have not seen in real life. True/False
B. Describe any one festival which give information about the people,
geography of a region, traditions followed in a particular region, agriculture
etc.
1.2.4 NATURE AND SCOPE OF ART EDUCATION

The field of creative arts and careers is gaining momentum in the recent world.
The globe has woken up to the importance and the potential of arts in their
economic, social, educational and cultural aspects.

• Personal Development
Students pick up important life skills from their education in the arts, such Notes
as better memory, enhanced understanding and an ability to communicate
symbolically.
It can enhance a student’s drive to succeed and the ability to take on new
challenges.
• Gaining holistic knowledge The learning of these particular forms, their
history, creation, performance, analysis, critique and appreciation is a voyage
of learning in itself.
• Make life aestheticalIn our daily life it has an importance which is
immeasurable: From food to clothes to houses to festivities...all have various
aesthetic expressions and impacts.
• Cognitive Stimulation
Art education has been linked to advanced cognitive development in

children.
In a 1998 report, “Young

Children and the Arts: Making
Notes
Creative Connections,”
researchers found that art
education can contribute
significantly to a child’s
cognitive, language and motor
skills.
“Learning and the Arts:

Crossing Boundaries” stated
that brain scans proved that all
parts of the cerebral cortex are
active while musicians are playing.
Academic Achievement
Students involved in art classes perform better in school.
According to Howard Gardener’s Theory of Multiple Intelligences, students
who take art classes develop an increased capacity to learn because they
expand their learning styles beyond linguistic and mathematical reasoning
in their traditional classes.
It has been found that students who take arts classes perform better in
academics and have a higher thinking potential.
This is an example of artistic science expression: the growth of the new shoot
and new root in a plant as the growing hair of the Mr Smart and the the growing
roots show Mr Weird with an ever growing beard
• Conveys Messages Creative arts include many forms of artistic expressions

that help us to convey a certain message to the target audience .e.g. The
street play, miming an act, a demonstration or a poster display all can
wonderfully depict the deteriorating scene of India’s politics or pollution or
population explosion and problems associated with in a far more interesting
and impressive manner than the essays or factual details they may be writing.
• Personal profile and growth
Varied options of profession These are taught in schools starting from

kindergarten, primary and secondary schools and are also choices in higher
levels of education such as universities. With enhanced aptitude in art you
can successfully pursue so many professions like teachers in colleges and
universities, commercial artists, actors/actress in theatre or television serials,

educators, professional singers and dancers architects, cosmetic surgeons,

designers ,interior designing , film world and so on.......
Notes
Architecture Film, theatre and related Cosmetic dentistry Web
designing and Animation
Check your progress –2

1. List a series of personal developments of a child through practice of
different arts.
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…………………….....…………………………………………….......
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2. Think of all the professions that are connected to Art Education. Give
examples.
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…………………….....…………………………………………….......
………………….....……………………………………………….......

3. What do you understand by expand their learning styles beyond linguistic

Notes and mathematical reasoning?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
1.3 IMPORTANCE OF ART EDUCATION AT

ELEMENTARY LEVEL
A teacher entered the class and told the children to take out a sheet of paper.
They were told to associate themselves with some inanimate object. Draw and
then write few lines about themselves. One such entry was Viraj’s
I am Viraj, a jet aeroplane.
I zoom across the class and am always the first to reach

my destination.
I do need a lot of food in the break as I need to refuel

myself to get lots of energy.
We Realize
1. Art allows the children to develop their own free expression of what they
are and how they feel.
2. It allows them to learn in a more creative way than the structured lessons.
3. There is no fear of being wrong. Here they are actually allowed to mess
around without being frowned upon.
4. It enhances the level of self analysis, self esteem, and also self discipline.
Such children stay more motivated and cooperate more readily than the
others.
5. It develops practical aptitude and facilitates thinking.
6. People of all abilities, colour and gender relate to the artwork. Art is blind
to the caste, creed, religion and even the boundaries of states, nations
and languages.
7. Not only does it cultivate rich taste and appreciation of beauty, it also
directs the inner energies into creative abilities.

8. An artist does not have to raise his/her voice; the expression of art form is
enough to stir the masses. It is a wonderful tool to channelize energies into
positive expression. Notes
9. Imagination and vivid expressions (imagery) create opportunities of positive

educational encounters leading to a passion for learning.
10. Aesthetic experiences of the perspectives of a poet, dancer, visual artist, a
musician engages the attention of the learner bringing out a real
renaissance in the thinking processes.
11. Touching on the topics from fractions to geography...concepts of physics to
the difficult bio phenomenon, art is a perfect way to get started on a voyage
of discovery, giving a practical, tangible experience of the world around
the child, thus enhancing learning.
‘Home sweet home’ was the concept of the day. Children were told to make a
home. Most of the children had brought their own material to make a house. Lots
of ideas were coming up from hutments to bungalows…to stilt houses with
sticks… to igloos with cotton. Two children were busy in the corner of a room.
Beeramani a girl from Jharkhand had collected a lot of dry grass and was busy
collecting and weaving to give it a shape of a nest. The other girl Zulka was from
Africa, and she was making a paper folding of a small house and there near the
house was a little origami dog stuck with a stick
“I hate History”, said my daughter but she loved the Indrajal comics; she
loved the historical play on the events of post independence era.
1.3.1 NEED AND IMPORTANCE OF VISUAL ARTS

Learning to See and Observe and then represent
• Sight is an important part of the visual art curriculum. Such a sensorial

experience lasts longer as more than one sense organs are involved in

learning. Students need encouragement to observe details in their

surroundings and explore the relationships between objects and their
Notes
environment. When a child draws an image after observation of an actual
object or through some imagination the concept becomes more meaningful
to the child as the creation develops an in-depth analysis for meaning in the
visual images.
“The aim of art is to represent not the outward appearance of things, but
their inward significance.” Aristotle
Let us focus on developing the students’ abilities to perceive and develop a greater
understanding of the environment.
Example -1 Key skill: Observation
Topic: “Forts”
Suggested Resources: Models of forts

• Photographs of forts
• Reference books on forts
• Video clips of visits to different kinds of forts
• A visit to the fort
• Maps of forts.
1. Introductory Activities: Making documentation cards
You may ask children to identify the historical buildings and structures in
their close vicinity and make documentation cards indicating
o the name of the historical buildings,
o location/ address, kind of building,
o reasons why buildings are special,
o drawing of unique architectural features of the building: pillars / brackets
/ arches /domes / gateways /designs
on historical buildings.
2. Main Activities: A walk through the

forts.
Preparing the map of historical fort

indicating the water bodies, the burj,
entrance and exit doors, various mini
mehels, location of important features
like a special gun

3. Concluding Activities: Adopting a historical building.

• Finding out how old is the fort?
Notes
• Has the natural environment affected the fort in any way?
• What is being done to preserve the aesthetics of the fort?
• Know about the materials used to build it.
• To find out about the architectural features / decorations / stones used
/ carvings /sculptures / weaponry etc.
• Did the use of monument change with time? How is the monument
unique?
• Appreciate the art of that time and compare it with today’s art.
Example 2-Making Sense of Things
All art works have their own sense of order and composition. Artists decide how
to compose their ideas. This unit encourages students to look at order in its many
forms in the environment, and to explore the many possibilities for order in
moving from idea to arts expression. Here we move from ideas to expressions.
Topic: “Bridges/ Flyovers”
1. Introductory Activities
o Draw a bridge / flyover. Or observe the pictures of bridges.
o Are there any elements of art in them?
o Do you observe any patterns in the bridge design?
o Let us try to find the characteristic features of our bridges and flyovers:
their shape, pattern, the material used, and their size.
o Compare the bridges and flyovers with those brought or made by your
friends? Are all of you using the same material? Shape? Patterns?

Bridges tend to be symmetrical. Have students explore the meanings of

symmetrical and asymmetrical
Notes
2. Main Activities
Plan activities in which students explore the relationship between shape and the
structural strength. Let them try out making their own bridge using a variety of
materials: clay/ paper/ card board / Thermocol / sticks / wood / stones / wires /
straws etc. Let them draw and discuss and represent their plan on a sheet of
paper.
Let them understand the structural strength through the understanding of

the shape.
1. Take a plane card paper and put it on two blocks and try to put some coins
on the bridge. The paper cannot hold just a few and collapses.
2. Now fold the two edges as to make two walls on the sides. Try putting coins
on it now. A lot more coins can be put without collapsing.
3. Now make the inner fold into a zigzag pattern of paper (like a fan folding) It
is amazing to see how many more coins can be added to the bridge now.
Remind them to consider the appearance of the bridge (decoration) as well as the
function.
Plan an exhibition where each student talks about the bridge made by him/ her.
Example - 3 Exploring the World of Art around them.
This unit is designed to make students aware that visual art in its many forms is
a part of life. Art exists in their immediate surroundings:
People who work with visual images include painters, quilters, tailors, ceramic
artists, cloth pattern developers, designers, sculptors, architects, town planners,
road side hoarding artists and many others. These visual effects display a lot
about the culture of that community and the development of art through the ages.

Suppose we select an activity of pottery which can be done with a craft person
within the town, village or locality. Library books to help them know more about
the craft. They must try to make their own little pots to get a better idea of the Notes
skills required. Video shoot or take pictures with a camera to create your own
gallery. This also gives them the entire process (stepwise) as to how to make
their own pots. This helps in the Appreciation of Aesthetics Around themand
Strengthening of their “Cultural Values”
You may invite a local potter to conduct a

workshop on pottery. Try to make your own
designs and carve your own designs or paint.
‘What we regard today as a tradition is the
product of a continuous evolution…
Tradition can be a movement …to be
creatively alive.’ Jawaharlal Nehru
1.3.2 NEED AND IMPORTANCE OF PERFORMING ARTS
1.3.2.1 THE WORLD OF DANCE

a) Motion and Expression
Let us focus on encouraging students
• to explore a range of movement possibilities
• enhance their techniques, and
• ability to repeat specific movements.
Topic: Sun Dance : Surya Namaskar
Suggested Resources:
• Books and videos
Move as you feel and feel as you move....learning to move and perform
Little steps as to develop the expressions of dance can be developed with the
students. Focus here is on the movements of body to reflect the sun’s gentle
warmth /rage of the sun and the students performing the ritual of worship of sun
with graceful movements. Let the students create a sun dance, using any
combination of soft movements, sharp / graceful or yogic combinations. Add
formations to bring more motion and placements giving each child to come in
front and demonstrate his talent. Create a dance journey from the moods and

emotions of sun to the effect of the sun on the earth and it’s inhabitants and
further to the worship of the sun and then to a request to Sun God for the strength
Notes
from the sun through the yogic exercises of Surya namaskar.
b) Ideas and Inspirations
Ideas for expressions through dance come from the environment, exposure to
different forms and personal experiences.When we watch a variety of dances
like kathak, Kathakali, Kuchipudietc in classical dance or folk dances like Bihu,
Cheraw, Naga dance, Bhangra etc. we observe different movements, expression,
music, creativity etc.
• Notice anger, compassion, courage, disgust, fear, happiness, Peace, Sorrow,

and Wonder.
• Observe the use of body forming several shapes and dynamics through
movement and actions
• Talk about gestures made to express or help express thought / action.
• Use this information to compare and contrast dances.
c) Making Sense of Things
Choreographers organize their movement ideas into a form. Random movement

is meaningless unless it is given form. They understand the importance of
sequencing movements to create dances.
1.3.2.2 THE WORLD OF DRAMA

This unit is designed to help students develop an awareness of the role of drama
to understand the daily life of communities throughout various cultures and
historical periods. This unit focuses on the students’ abilities to see drama as a
part of everyday life and as an expression of culture and society

a) Ideas and Inspirations

Ideas for dramas may come from many sources
Notes
the imagination,
the environment,
personal experiences,
history / literature
pictures, movies
media,
Drama is practiced in various ways -acting with expressions, expressing

through masks, narrating, varied movements etc.
b) “Mask Magic” (Mask may be for covering the eyes, mouth or the whole
face.)
Mask is a fun activity and yet conveys many aspects. It symbolically creates
a character e.g. lord Krishna’s with bluish body and a peacock feather,
Ravana with ten heads or any tribal expression .the moment the child wears
the mask they are transformed .they start doing role play, imagine and create
dialogues and movement and gradually get a feel of the reality of the
character. A little support and information helps genuinely to make the child
learn lot of things.
c) Responding to Literature”
Historical facts, important folk tales, contemporary social events etc can
be enacted .
d) Making Sense of Things
This unit focuses on where ideas for the students own dramas come from
and how children develop and present their work. Students begin to look at
important choices made when creating a drama.
1.3.2.3 THE WORLD OF MUSIC

This art form focuses on the students’ understanding of music in various cultures,
time periods, and their own homes and communities.

Notes
a) Learning to Hear
Now is the time to work on the ability to hear sounds, to detect subtle
characteristics of sounds, and to understand the effects of sounds.
It is very important to help them explore sounds.Inspire the students to listen and
identify different sounds of various musical instruments like drums, Sitar ,
Ghatametc . Blind fold them and make them hear the sounds for proper
understanding
Interesting activities
Try creating your own musical instrument by using seven ceramic bowls
with water as Jal Tarang.
Make a guitar using rubber bands of various thicknesses, using seven coke
bottles.
Letthe students perform, for each other or for another class, any compositions or
sound pieces created by them.
“Relationship of Music with acts or stories”

1. Introductory Activities
• Discuss how different kinds of artists have inspired one another over
the centuries.
• Animated movies have been created in response to stories.
(animated films of hanuman or mouglee or Walt Disney’s programs with
their characteristic music are good for learning )
2. Main Activities
Have a group of six students choose a simple story that they think would
make a good basis for a puppet musical.

Have them analyze the story to determine story events, characters, and theme.
Students could work in small groups to: Notes

• compose a few short melodies
• write a short script
• make puppet characters for the musical
• design a puppet stage
• make any needed props
• Create promotional materials.
3. Concluding Activities
Let the students perform their puppet show for other classes.
Some important learning tips ;
• Have students interview an artist and understand the form from the artist
himself.
• Listen to a variety of recorded music to discover the different forms used.
Awareness as a career:
List careers in which music plays a major role; for example, singer, musician,disc
jockey, sound technician, choir conductor, and music teacher, music composer,
etc.
Check Your Progress-3
1. What are the different types of sounds you hear all around?
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2. What are the different ways of expression through performing arts ?
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3. Music is a part of our lives in India? Explain this statement ?
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1.3.3 UNDERSTANDING CHILD ART

Notes Love of beauty is taste. The creation of beauty is art.
VISUAL ART
The child learns gradually. The first activity with crayons, pencil isScribbling
This is a fine display of their motor skills results and is their first masterpiece.
Abstract figures
From about age three, the child begins to combine circles and lines to make
simple figures.
We observe children draw a head without a body and with arms emerging directly
from the head. The eyes are often drawn large, filling up most of the face, and
hands and feet are conveniently forgotten.
Symbolism
Now, at around age five, they
create a vocabulary of images.
A child may draw a picture of a
house, a cat, a dog or a bird,
drawing the same basic image,
which may be modified (this cat
has stripes the dog has dots, or
the bird with green feathers.)
The basic shapes are
called symbols. Each child develops his/her own set of unique symbols based on
his/her understanding of what is being drawn rather than on observation.
Realism
As children grow they begin to find their symbols limiting . The child discovers
the finer details.
PERFORMING ART
Children respond to their mother’s lullaby or call since birth. As they grow they
listen to sounds and react. The child is extremely receptive to sounds of human
beings or nature. I have observed children running in joy to the window the
moment they heard the pitter patter rain outside. They love the smell of the soil
when the rain water falls on them and show their ecstacy. A lightening in the sky
immediately catches their attention and they look up, surprised but the sound of
thunder frightens them. All these emotions gradually develop and the basics of

art get naturally introduced to the child. During festivals or in family gatherings
they clap their hands joyfully, like to wear pretty clothes, appreciate the decorations
in the house or outside, pray and sing and dance with family members and friends. Notes
All these, are the first step towards learning, appreciating and participating in
different arenas of performing arts. Gradually with exposure and introduction of
technical skill in varied art forms children learn many aspects of art forms. They
enjoy, gain knowledge about traditions, historical past, listen to stories and
gradually get the essence of different forms. The enactment ,different body
movements for dance and the types of songs gain more meaning as they evolve
.The thrill joy they attain after involving themselves in different activities helps
them to learn and imbibe fast and the learning remains ingrained for life.
Neurosciences say art experiences activate and develop vital parts of brain which
enhances Multiple intelligence in a child. Thus at a younger age simple lyrics
and more rhythm helps in the child’s learning . Drama in playway method involves
them more. Simple movements are also beneficial for the child. These can
gradually be systematised to help the child understand skills and specialized
techniques.
Therapeutic
Art therapy can be an effective way for children to develop and connect with
their emotions.
It has also been found that drawing can help children with autism express
feelings which they may find difficult to express otherwise.
Similarly children who have faced horrors such as war/ crime find it
difficult to talk about what they have experienced directly but can easily
express the anguish through the art.
Art can help children come to terms with their emotions in such
situations.
Very rarely would you find an angry artist. An artist has an easy vent
to his emotions through artistic expression.
1.4 KNOWLEDGE OF REGIONAL ARTS AND

CRAFTS (LOCAL SPECIFIC)
1.4.1 WHAT IS REGIONAL ART AND CRAFT?
Art originating among the people of region reflecting their traditional culture.
It reflects traditional art forms of diverse community groups — ethnic, tribal,
religious, occupational and even geographical.

It is the work of a community of unschooled artists keeping alive the

traditions specific to its particular culture.Folk artists traditionally learn
Notes
skills and techniques through apprenticeships in informal local community
settings.
It does have its own aesthetics but they are not governed by the principles of
proportions and rhythms.
In visual art it is primarily utilitarian and a decorative media which includes

the usage of cloth, paper, clay, wood, fibres, metal and more.
1.4.2 Relationship of regional Art and Craft in elementary

education
At the elementary level awareness of regional arts and crafts helps;
1. To sensitise the children about the pluralistic cultural legacy of India-

awareness of local crafts.
2. To recognise and promote traditional and contemporary art and art pieces.
3. To promote handicrafts, cottage industries and self employment activitiesby
appreciating the skills of crafts persons and respecting their contribution to
the society. This will instil a sense of social responsibility towards preserving
art and our common heritage.
1.4.3 Teaching Students about Folk Objects and Traditional

Arts
India is richly endowed with traditions of art and craft where the techniques of
craftsmanship have been handed down generation after another. Amazing
handicrafts from every corner of India reflect the expertise of the local craftsmen.
It also reflects the folk groups’ customs, attitudes, aesthetics, and taboos.
Activity- Tell students to bring several folk objects from home that are traditional
art objects such as a kangri a mother got from Kashmir, a fan/ quilt/ sari that a
grandmother embroidered, or foods like dhokla, halwa, or rasgolla that are made
on special occasions in your family. Create a story around it and bring in topics
of culture and society.
NOTE :
Discourage students from bringing items that are perishable, expensive, or very
valuable to avoid loss of irreplaceable items.You may also invite parents,
grandparents, or known traditional artists in your community to visit your
classroom.

Explain and discuss:
• Folk objects are tangible handmade items that people create and share within Notes
their folk groups.
• Although folk objects are often made by one person they reflect the style
and attitude of the group.
• The creation of a folk object involves skills, ideas, beauty, color, and texture
appreciation.
• Many folk objects are used in special or even sacred ceremonies.
This will introduce multiculturalism and appreciate traditional art in a positive

way. By studying the creation of handmade objects we get an insight to the capacity
and understanding of a community. For example looking at a Madhubani Paintings
you will also have an opportunity to discuss principles of design, symmetry,
texture, shading, use of space, etc.
This photo shows the Madhubani art and also a vessel in which sugar cane is
kept . This is the way people of Bihar worship during the harvest
Check your progress – 4
1. What specific traditional arts belong to the following state;
I. Maharashtra:__________________________________________
II. Gujarat: ______________________________________________
III. Punjab: ______________________________________________
IV. Rajasthan: ____________________________________________

2. What community do you belong to? Note down all the traditional arts
Notes and crafts in your community.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
1.5 KNOWLEDGE OF CONTEMPORARY ARTS

AND ARTISTS, AND ARTISANS FROM THE
FIELD OF VISUAL AND PERFORMING ARTS
India is a land of artists since times unknown. All fields of art have exclusive
artists specifying the culture of varied regions. In Music we have artists like the
Bauls of Birbhum singing songs on the human philosophy of life or the folk
theatre groups of Kerala performing Yakshagana. In visual arts we have ritualistic
folk art like Patachitra, Pichuai, Alpana, Kolametc. Most of the rural artists
are their in the field without anyformal training and the art form is passed on
generation after generation. Formal training is bestowed in the field of classical
art forms as there are exclusive nuances along with elaborate renderings.
The list of artists is long and the fields are varied from dance, puppetry, music,
musical instruments, painting, sculpture etc. some names of artists, dance groups,
artisans are given below for mere introduction . This list can be developed by
individual teachers which will become a useful data base for future usage.
Contemporary arts
Some of the visual art forms in our country are
Kolam or alpana – floor painting of Kerala and W. Bengal

Phulkari – embroidery of Punjab
Hand block printing- ofSanganer
In performing arts
Classical music –Hindustani and Carnatic styles
Classical dance- Kathak ,Bharathanatyam, Kathakalietc
Regional music- Sufi, Baul, Giddaetc
Regional dance- Bhangra, Raas, Bihu etc.
Puppetry - Glove puppet like Pava-kathakali, SakhiKundhei- Nachaetc

Contemporary artists and artisans

Some of the artisans in our country are Notes
Banamalimahapatra- ganjifa cards
Vijay joshi- phad painting
Gokulbeharipattanaik- pattachitra
Abdul JabbarKhatri - Bandhini (Tie and Dye)
Firdose Ahmad Jan - Pashmina Shawl Weaving
KankubenLalabhaiParmar - Appliqué
Some performing artists ;
FOLK SINGERS
• Allah JilaiBai
• PammiBai
• TeejanBai
• RasamayiBalakrishna
• Paban Das Baul
• Bhopa
Some group folk dances;
• Garba
• Namgen
• Kinnaurinati
• Tertali
• Charkula
• Lavni
• Tamasha
• Thang ta
• Chang lo
Some Traditional Indian theatre forms are ;

• Kutiyattam is the only surviving specimen of the ancient Sanskrit theatre,
• Bhavai (strolling players) form of Gujarat,

• Jatra in Bengal
Notes • Swang, popular in Haryana, Uttar Pradesh and Malwa region of Madhya
Pradesh
• Yakshagana in Karnataka
• Kathakali is a form of dance-drama, characteristic of Kerala,
Puppetry forms are

• Glove puppet shows are prevalent in the states of Kerala (Pava-kathakali),
Orissa (SakhiKundhei- nacha) and West Bengal (BenerPutulnach).
• Shadow puppet theatre is practiced in the states of Andhra Pradesh

(TholuBommalata), Karnataka (TogaluGombeyata), Kerala
(Tolpavakoothu), Maharashtra (chamadyacheBahulya), Orissa, and Tamil
Nadu (Tolpavaikoothu).
1.6 LET US SUM UP

Art is closely related to life – actually it is all around us. We are surrounded by
objects of art. It can make every subject more interesting and exciting at all
levels of schooling, taking children away from the routine textbook learning and
also enhancing learning as it promotes self directed learning, enhances self esteem
and also improves the concentration and self discipline in a child. It helps a child
to learn and perform better in school.Art forms are both traditional /folk or
classical Music, Dance, Theatre, Puppetry, Model Making, Pottery Drawing
Painting etc. Using art as a means of teaching will also help the child to appreciate
folk art and also the rich Indian culture and traditions, bringing them closer to
their roots. It will also help a child to understand the history of our country
better.Learning through art helps develop a child’s creativity, opening up more
professional avenues for later years. Art is also beneficial for students with special
needs.Ultimately, it lies in the teacher’s hands. The extent of effort put in to
make a topic interesting will be reflected in the students’ positive attitude and
enthusiasm. The extra effort put in by the teacher will go a long way and will
also help to develop more responsible future citizens of our country.
Gurudev Rabindranath Tagore has said

“The highest education is that which does not merely give us information but
makes our life in harmony with all existence.”

1.7 SUGGESTED READING & REFERENCES

en.wikipedia.org/wiki/Theatre_of_India Notes
en.wikipedia.org/wiki/List_of_Indian_folk_dances
www.indianfolkdances.com/folk-dances-india.html
en.wikipedia.org/wiki/Music_of_India
download.nos.org/sec225new/Lesson-4.pdf
1.8 UNIT-END EXERCISES

Activity I
• Let the children read about the national movement and how with so many
sacrifices we finally got our freedom. Let them find out which event affected
them the most. Let them collect music and props and enact or choreograph
the entire struggle and the final outcome.
• Divide the class into various groups to depict different tableaus on Indian
National Movement. Mutiny1857....JallianwalaBagh massacre...Dandi
March.... Non Cooperation Movement...Simon Commission....execution of
life sentence to Bhagat Singh... Emergence of Gandhi...Nehru’s speech on
the Independence Day
Activity II
Clay Creation: Have a pottery workshop.
Let the children have the sensorial experience of touching and feeling the clay.
You may invite a local potter to help them create their own creations. In fact, a
series of workshops can be organized. The two main tools used by the potter are
his hands and his wheels.
They can make clay plaques to hang on the wall in the form of flat bases
with various forms and figures.
They can create pots of various shapes and sizes and paint them later.
They can create plants and animal shapes.
Even utilitarian items like utensils, stands, paintings, different kinds of

motifs, stamps, images of Gods and Goddesses, artifacts, etc. can be
prepared.

Skills:
Notes 1. Mixing clay and water to create the right kind of consistency.
2. Learning the motion of the wheel and the right force to make it spin well.
3. Learning to shape up the clay.
4. Drying up the pot and giving it the final shape and the look.
5. Making the pot strong with the fire. Decoration of the pot to give it a more
aesthetic appeal.
Creating a utilitarian object as well as enhance
Exercise
1. Which statements do you agree with? Yes or No
• Art can be made to have fun.
• Children need art to express them.
• Photography is an interesting art.
• Art gives vent to the emotions of our kids.
• Science cannot be taught with any form of art.
• Crafts are not art.
• The tribal art is so disproportionate, it cannot be called art.
• Art is an expression of ideas created by human imagination, skill and
invention.
• Billboards, TV ads, animation in computer games, package design and
logos are powerful visual communicators-the commercial art.
• We are all born creative.
2. Let us tick the ones which are not various forms of art.
Ceramics
Printing
Photography
Collage
Folklore
Folk art
Theatre

3. If a creation is something we use in our daily life, like a bowl or a quilt, can
it be art?
Notes
4. LEARNING TO EXPRESS AND APPRECIATE:
A few days back I received an Email showing some artists creativity from
sand on a sea beach. Explain in a paragraph what he is trying to express.
5. This is made from a single sheet of paper. Can you give one more example
to illustrate a similar idea.
6. A child’s life starts with learning through art but soon art becomes drudgery,
a task to be performed in school. Explain why? Cite examples or case studies
to illustrate your point.
7. Jewellery making and woodwork are referred to as crafts. Are crafts also
art?

8. Choose the correct options:
Notes • Kathakali, Bharatnatyam, Manipuri, Kathak, Odissi and Kuchipudi are

all folk dances / classical dances.
• A dancer uses different hand gestures known as Mudras / Navras

• A stage artist is a performer who communicates his message through
his body language / pamphlet.
• An idea can be expressed in only one/ more than one ways.
• An art is an art / not an art if it follows the norms of proportions or

rhythms.

Visual Arts and Crafts (Practical)
UNIT-2 VISUAL ARTS AND CRAFTS

(PRACTICAL) Notes
STRUCTURE
2.0 Introduction
2.1 LearningObjectives
2.2 Experimentation with different materials of Visual Arts and Crafts
2.2.1 Pencil
2.2.2 Pastel colour
2.2.3 Poster Colour
2.2.4 Pen and Ink
2.2.5 Rangoli Material
2.2.6 Clay
2.2.7 Mixed Material
2.2.8 Craft Material
2.3 Exploration and Experimentation with different Methods of Visual Arts
and Crafts
2.3.1 Drawing and Painting
2.3.2 Block Painting
2.3.3 Collage Making
2.3.4 Mask and Puppet Making
2.3.5 Clay Modelling
2.3.6 Paper Cutting and Folding
2.4 Making a Folder of Practical work done
2.4.1 Meaning of Folder and Significance
2.4.2 How to make a Folder
2.4.3 Use of Folder
2.5 Let Us Sum Up
2.6 Answers to Check Your Progress
2.7 Suggested Readings and References

2.0 INTRODUCTION
Notes
In the previous chapters you have already learnt about Art Education, its
significance, need and importance at the elementary level. You have realized
that ART EDUCATION is a primary pathway to learning, a journey to discover
joyful and aesthetic pedagogy. Art is an expression of ideas created by human
imagination, skill and invention. Also Art education is the area of learning that is
based on
• The visual, tangible art

• The performing arts
In the present chapter we shall discuss about the nuances of the visual, tangible
art. During the early ages human beings expressed themselves through gestures
as speaking particular language was not known. The human psychology is always
bent on improving any act and so it can be assumed whatever activities they did
or explored in day to day life, they wanted a better and refined form of expression.
It is at this time they resorted to expressing themselves on the walls of the caves
with the help of visuals. The cave art we see today is an example of that refined
expression. This became a boon for the generations to come as these visuals are
a record revealing history. They leave an indelible mark on the minds of the
people more than mere words.
In this chapter you will learn about Visual Arts, exploration and experimentation
with different methods and materials and application of certain techniques. As
we know Visual Arts is about communicating an idea, concept, feeling or emotion.
The expressions on any media enhances observation of environment, exploration
of material, gives opportunity to free expression, understanding of an individual,
creativity, sensibility and aesthetics in children. It communicates the artist’s
feelings, expression, illusion, imagination etc. It is a record of the past events
preserved through various techniques and helps in understanding of previous
generations. Hence for the holistic development of a child a teacher must be
aware of a few fundamentals of Visual Arts.Visual art can be represented and
implemented by the use of different media, material and techniques. Some of
them are painting, drawing, sculpture, printmaking, collage, puppet making and
photography Children should be encouraged to experiment and explore with
different materials and mediums for implementation of and communication of
ideas.
2.1 LEARNING OBJECTIVE

After reading this lesson you can easily explore and implement the methods of

drawing and painting, craft activities etc. in your class. Further you will analyse
and be able to maintainand preserve the work done and gradual evolution of a
child in the class by making a folder. Notes
After completion of this unit, you will be able to:-
1) Know and understand the fundamentals of Visual art

2) Understand the different techniques, mediums and their practical application.
3) Encourage children for free expression & creativity through observation &
exploration.
4) Make children understand cultural diversity by recognising different
traditional regional art forms prevalent in the India.
5) Inculcate the values of sharing & working together on small & large projects.
Basics of Art
Some of the basics for learning Art are through exploration and understanding
from the immediate environment
1. Line – There are different kinds of line – thick, thin, broken and straight.
Every line depicts different character.
a) Horizontal line indicates the vastness. E.g. Road,railway track.
b) Vertical lines personify might or greatness. E.g.Buildings (tall).
c) Diagonal line shows the movement. E.g. Mountains, dancing gestures
d) Curved lines give the aesthetic appeal. E.g. Flowers, clouds
e) lines denoting waves shows signs of life . E.g. Waves of water.
f) Zigzag lines give us the information. E.g. Satellite waves or loud
speakers.
2. Shape – It defines an area, character and varied contour. It can be geometric
or organic.
a) Geometric – squares, circles, triangles, etc.
b) Organic – shapes derived from nature like flowers, etc.
As natural things are of varied shapes this concept helps children to co-
relate .
3. Form – is a shape which is three-dimensional having thickness or depth. It

can be created by joining two or more shapes. It is enhanced by tone, texture
and colour. E.g. Form of tree, buildings, car, etc.

4. Colour – It is seen by the way light reflects off a surface. There are many
colours in the surroundings. E.g.
Notes
a) Primary colours – Red, Yellow and Blue
b) Secondary colours – when primary are combined. Eg. Red + Yellow

= Orange.
c) Warm colours – Red, Yellow and Orange
d) Cool colours – Purple, Green and Blue
5. Space – the area on which the art form is created is space.
6. Texture – feel of an object is called texture. These are of two types – real
and implied texture.
a) Real texture is the one whose texture you can feel even after closing
one’s eyes.
b) Implied texture is one which appears to have texture but can’t be felt
with closed eyes. E.g. Tree on a printed paper seems to have texture,
but when one touches it, it does not have any texture i.e. it is smooth.
But one can feel the texture of a natural tree by touching.
7. Value – the lightness and darkness of a colour is its value.

As we know, visual art is about communicating an idea, a concept, a feeling,
an emotion, etc. To communicate effectively, teacher must be aware of the
fundamentals of visual art. It is not necessary for the teacher to teach basics
to the children but a teacher, as a facilitator or a mentor should know about
these fundamentals.
The fundamental principles of visual art are as follows:
1. Perspective – a technique which represents a three-dimensional world on a

two-dimensional surface. It creates an illusion of space and depth on a flat
surface.
It is shown by making far objects smaller and dull in colour than objects
that are closer which are brighter and bigger.
Usually this concept is explained to small children at higher levels of primary.
2. Balance – is a way to compare left and the right sides of a composition. It is
of two types:
a) Symmetrical – when both sides are similar in visual weight, it is
symmetrical balance.

b) Asymmetrical – when both sides are not mirrored, it is asymmetrical

balance.
Notes
3. Harmony – is a way where effects are joined to produce an attractive whole
picture.
4. Rhythm – when the produced work of art is such that the line moves in a
flow without break-up.
Thus, awareness of the elements and fundamentals of art can be undoubtedly
said to be the first step in creating successful visual composition.
The knowledge of these elements of art helps teachers to analyze and appreciate
the child’s work and can assist children in exploration of their surroundings and
environment in a new dimension, as one visual can talk in a thousand ways.
Check your progress- 1

1. Do you find visual art in early period (T/F)?
2. Visual art includes painting ….............
3. Visual art helps to develop sensibility, free expression, creativity
&……appreciation
4. Line is a ……………………. of Visual art
5. ………………,…………………………… are primary colours.
6. Can you feel texture of a tree in a print (Y/N)
2.2 EXPERIMENTATION WITH DIFFERENT

MATERIALS OF VISUAL ARTS
AND CRAFTS
Materials are ingredients or tools that are required by a creator to create a work
of art. By using different art materials like pencil, colour, brush, adhesive as a
means of expression children should be encouraged to develop a sense of
proportion, depth, light, shade and tactile feeling. They can use different sizes of
paper in a better way. Each material possesses its unique characteristics and
qualities.Materialsare available around us. Like leaves, twigs, dried flower, cloth
pieces, bits of paper etc. We just need to look around to explore & pick up the
material of our choice from the surroundings to produce the work of art.

Early man explored the natural materials from nature to express their
Notes feelings & thoughts. E.g. a piece of stone or the juice from leaves, fruits
,flowers, stones etc was used to draw figures of animals & humans of the
walls of caves which have survived several ages. Early man used the stone
as you use pencil now.
2.2.1 PENCIL
Children from early age scribble as soon as a pencil is given to them. It is the
most easily available medium and a tool to express their inner desire of writing
on paper.
Types of Pencils
• Graphite Pencil – These are most common type of pencil , encased in wood.
They are made of mixture of clay and graphite. There darkness varies from
grey to black.
Pencils range from very hard (H) to the very soft and black (B)
The various degree of blackness achieved by pencil:
H, 2H, B, HB, 3B, 2B, 5B,6B.
Pencil available for sketching:
HB – Hard Black, used in writing
2B – 2 Black, used for giving light shade
4B – 4 Black, used for giving medium shade
6B – 6 Black, used for giving dark shades
• Coloured Pencil – These have Wax like cores with pigment and other fillers.
Multiple colours are blended together.
Some Tips
Colour Pencil Techniques
Feathering
Colour an area and draw softly over it with a lighter colour so the original area
shows through.

Notes
Blending
Lay different colors on top of each other to achieve a large range of colors and
shades.
Burnishing
To polish colours, use a white colour pencil across the colours you have already
laid down. Further layers of this technique allow you to blend as well as lighten
up the colours.
Emboss
Lay a scrap piece of paper over your drawing paper. Use a ballpoint pen and
press to draw your design. Remove the scrap paper and rub the side of the pencil
point over the embossed area.

• Charcoal Pencil – They are made of Charcoal and tend to smudge easily
than graphite pencil. Thus they can be used to create tones easily in Drawing
Notes
• Water Colour Pencil - They are designed for use with water colour
techniques. Strokes made by these pencils can be saturated with water and
can spread with brushes. Children who cannot manage brush at painting
level and wish to give water colour effect can use such pencils. After
colouring with them ,a layer of water can be applied which gives a smoothly
effect that in water colours
Some Tips
Water-Colour Pencil Techniques
A Pinch of Salt –
Colour a background, dampen it, and then sprinkle a little salt on it. You get an
effect like crystals of ice or snow. Once the paint dries you can continue to work
on your drawing.
Pointillism
Draw an outline using a lead pencil. Wet the tip of the water colour pencil with a
wet brush. Press it onto paper and repeat with lots of dots to colour in (fill up)
your outline. If you use similar tones close to each other, an optical illusion
where you will mix the colors to form one colour. You should use this technique
for lighting effects also, as you can see with the star drawing.

Glossy Effect
To add a glossy shine to your finished picture paint over it with diluted water- Notes
based glue. For a high gloss effect simply add more layers of glue.

1. What are the kinds of pencils used for shading __________?
2. Which pencil is used for writing in our day to day life __________?
3. Charcoal pencil is used for __________?
2.2.2 PASTEL COLOUR

Pastel Colour is in the form of a stick, which consists of powdered pigment
combined with a binder.
Pastels are of different types:-
DRY PASTEL - Dry pastel are of two types. Hard pastel and Soft pastel.
Hard Pastel
• Higher binder , less pigment
• Used to draw outlines
• The colour are less brilliant
• No fixative required
Soft Pastel
• Higher pigment , less binder
• The drawing can be smudged and blended
• The colours are bright
• The finished drawing requires fixative to prevent from smudging.

Oil Pastels
Notes They have soft consistency and bright colours. They are difficult to blend, but
can be blended by using piece of cloth or cotton to create tonal effect in drawings.
They do not require fixative. A good quality cartridge sheet (with grains) is used
or even Pastel sheet can be used as they hold colours in a proper manner.
Pastel medium was 1st mentioned by Leonardo-da-Vinci. Medium became popular
because of broad range of bright colours.
Some fun but effective colouring methods
Crayon Techniques
Pastel Effect
If you press very gently when using crayons the colours can be quite delicate,
almost like pastels.
Graffito Technique
This technique relies on two layers of different colour. First cover the sheet of
paper with a light colour – it can be several neighboring areas of different colors.
Now cover over the light colour with black crayon. Then take a fairly sharp
object and use it to scratch a drawing in the layer of black revealing the colors
underneath
Batik
Draw the details first with wax crayon. Then paint over the background with
watercolors or dilute colored ink. Water runs off wax, so the details remain visible.

Pastel Techniques
Different Materials Notes

Oil-based pastel crayons can be used on a variety of surfaces, such as glass,
plastic, or pottery
2.2.3 POSTER COLOUR

A Poster colour is water paint with gum binder, which is opaque and dries fast,
such as glue. They are usually sold in glass jars and also called Show- Card
colour or Tempera colours. These are used for writing posters, making cards
etc.
Use of Poster Colours

They are widely used in Scenery, Painting, and Commercial art purpose.
Illustration, Display and in Educational work.
Teachers can guide students to keep in mind the technique to use poster colour,
as little amount of colour is to be taken out in a pallet and very little water to
dilute it. They remain thick and smooth. Keeping in mind the texture of the
object e.g. sand is rough and sky is smooth, such a texture can be achieved by
using brush in a rough manner to give rough effect and move the brush smoothly
to give sky / water effect. Children should be encouraged to prepare posters on
republic Day, any festival, any other social topic e.g. pollution, a forestation or
global warming etc.The students should keep 0, 2, 4, no. round sable hair brushes
for thin lines or small areas .The 5, 6, 8, no. should be used to colour larger
areas.Flat brushes should be used for writing on the poster. It also helps the child
to hold the brush properly.
Remember
A rag should be kept clean the bristles properly and one colour does not gets
mixed with other colour as it spoils the colour .A water container is essential to
clean the brushes regularly after applying one colour and before taking another
colour.

CHECK YOUR PROGRESS - 3

Notes
1. Dry pastels are of two types. Name them ______________________.
2. Pastel is good medium for ______________________.
3. Oil based pastel crayons can be used on ______________________.
4. Pastel medium was first used by ______________________.
5. Poster colours are opaque. (Y/N)
6. Posters colours are called ______________________.
2.2.4 PEN AND INK

The use of pen and ink is similar to that of a pencil drawing .
There are many types of pens that come in the market like felt tip markers, fountain
pens etc. We can also create pens from the nature.E.g. sticks, bamboos, reeds,
crow quill ,nib-pens etc. Each pen forms a unique type of line on paper which
needs to be explored and experimented.Children should be encouraged to do
drawings ,write in a calligraphy style using ink pens to create interest in
drawing.E.g. they can write VandeMataram, or Jai Hind, in an interesting manner
using pens of different thicknesses.
Some examples of different pens:-
Fine line Pens- Gel Pens, Edding, Staedtler, Rotring, Berol etc.
Marker Pens- Aquarelle Markers, Brush Markers, Glass and Craft Markers,
Graphic Markers etc.
Felt Pens- Aquarelle Pens, Berol Felt Pens, Crayola Felt Pens, Specialist Crafts
Felt Pens etc.
INK:-
Ink is a mixture of water, carbon, lampblack and a binder of shellac and other
binding material.Ink is water soluble but difficult to remove from surface. The
right choice of paper for use of ink effectively is essential
Inks- Acrylic Inks, Drawing Inks, Indian Inks.
Some fun but effective colouring methods
Blobs of water-proof inks put on tub filled water then a white sheet is carefully
placed on the top of the water. When picked from one corner it shows a wonderful
pattern and marble effect. Left to dried, this sheet can be used to cover gifts,
boxes, books etc.
2.2.5 RANGOLI
Rangoli is a traditional decorative folk art of India. These were made in the Notes
courtyards duringHindu festivals.
Different kind of decorations are done in different states. E.g. Mandana in

Rajasthan, Alpana in Bengal etc. Rangoli designs can be simple geometrical
shapes, deity impressions e.gSwastik, Lotus or lakshmiji steps or can have
elaborate designs.
Rangoli material differs from state to state. Some use
1. Dry rice or flour:- to which Haldi, natural colours are added.

2. Flowers: - Patterns on the floor by filling flower petals like rose, marigold
etc.
3. Sand/Saw dust: - Patterns on floor filledwith dried sand /raw dust.
4. Diyas: - Patterns by arranging diyas into an interesting form e.g. in concrete
circle or in swastika form then different colours of gulal or dried rice can be
filled in each circleofdiyas making a wonderful pattern
Some tips
Material from Nature
Children are encouraged to think creatively by using mud, twigs, leaves, shells,
pebbles to create rangoli. They can collect material from surroundings which
will improve their observation and they will start finding objects from nature for
creation.
2.2.6 CLAY
Children of all ages like to play freely with clay. They make figures of different
things they observe all around out of clay. Modelling clay requires little number
of tools at the primary level as they can manage clay with their hands. Squeezing,
pinching, patting and stroking with hands by children at primary level will
improve their motor skills. Baking of the clay is not important. It is the experience
to work with clay which is more important.Clay can be procured from potters in
the nearby areas
In primary classes, children can learn the art of making slabs using the palm of
their hands on which they can make relief sculpture. They can also roll, cut and
join these slabs to make structures like houses and buildings, roads, vehicles,
etc. They can stack coils on each other to make pots. They can also pinch these
pots to show designs.

Importance
Notes 1. Clay helps in building eye-hand co-ordination

2. It develops the fine motor skills
3. It enhances creativity
4. The teaching process can be made more interesting and joyful.
5. It improves concentration or builds interest in art activities
6. All the senses are used while doing this activity, so the learning process is
extremely beneficial and can be retained for long
Remember
Clay is also available in the market in the form of synthetic clay in various
brands and colours. It is advisable that teachers should use natural clay instead
of synthetic clay
Check your Progress – 4

1. Ink is .................. soluble
2. Each pen has a unique type of ................
3. ......, ......, ...... are the rangoli materials

4. Clay helps to develop motor skills
5. ............. and ..............are two methods of clay modelling (press and
Pinch, coil)
2.2.7 MIXED MATERIALS

Many types of art work like collage, rangoli, classroom backdrops, stage
presentation props or landscape can be produced from mixed material which can
be low cost, non-toxic, traditional ,non-traditional .We know from cave paintings
or rock paintings early human beings explored nature and found colours in flowers,
leaves, grass, bark of tree, minerals etc. Similarly we experience finding
• brown from geru,
• Black from coal
• Yellow from turmeric (haldi)
• Green from leaves , grass , spinach.

• From flowers we find ;Red from rose ,Yellow from Marigold , Blue from
lapis lazuli, indigo
Notes
(We can make a fantastic Madhubani Art by using flower colours.)
At the primary level of education the above materials should be taken into
consideration. e.g. while making a collage, rather than going for pastel sheets,
we can go for kite paper which is less costly. Also collage can be made with cut
out pictures, different types of stones and pebbles, leaves, shells, tissue paper,
cloth, rope etc. This sort of experimentation with mixed materials makes the
learning flexible and not always dependant on traditional artist media. This helps
in making students creative,imaginative as each material possesses its unique
characteristics and qualities.
Low cost mixed materials readily available are –
i. Paper – cartridge sheet, pastel, crepe paper, kite paper, glaze paper, magazine
paper, tissue paper, packing paper, etc.
ii. Colour – pencil colour, wax crayon, dry pastel, water colour, poster colour,
natural and dye colour, mineral colour, etc.
iii. Brush – round, hog hair, flat, sable hair.
iv. Pencil – 2 HB, 2B, 4B, 6B, 8B, HH, Charcoal.
v. Adhesive – fevicol, fevibound, glue, fevistick.
2.2.8 CRAFT MATERIAL

Within the confinement of the four walls of our house, plenty of materials are
available which are discarded. From this trash we can explore and find craft
materials which can produce fantastic craft pieces. Reusing waste material or
trash is an amazing experience. A little bit of imagination, creativity, skill and
ability to see objects not as they are, but what they can become, can be a
memorable and rewarding experience. It also cuts down on the budget.Such
exploration can bring unexpected results
Craft materials available can be as follows:
1. Plastic jars and bottles

2. Empty cans
3. Empty cardboard boxes and cartons
4. Old tooth brushes
5. Different plastic caps of old bottles

6. Magazines and newspapers
Notes 7. Old cloth and torn clothes

8. Strings, threads, beads, golden ribbon(gota), sutli, bindi, cotton
9. Bangles, tiles, switches
10. Straws, pipes, ice-cream tubs and spoons
11. Bulbs, tube lights, wires, etc.
12. Coconut shells, pistachio shells, walnut shells, etc.
How to make an article from waste material
1. Gather the discarded items from your surroundings which are as interesting
and different as possible.
2. Frame an idea from the discarded item chosen by you
3. Collect the required tools to execute your idea. E.g. Fevicol, scissors, cutter,
cello tape, stapler, etc.
4. Now is the time to give wins to your imagination.
Have you ever visited the Rock Garden in Chandigarh made by Nek Chand? It is
one of the finest examples of using the waste material and definitely amazing for
giving a new dimension to waste material.
Mother nature is a bag full of materials. We can find shells, barks, twigs, leaves,
pebbles, feathers, seeds, sand in nature which if explored can produce amazing
art piece of work. No training on the technicalities of using these materials is
required. When students are given a little supportive guidance they understand
and apply innovatively to achieve the desired objective.
E.g. Children can make puppets out of old socks or old toys. They can put a stick
under an old toy and manipulate it like a stick puppet. Old cartons, boxes, empty
bottles etc. can be used to create flower vase and decorated with easily available
materials like buttons, sequins, threads, match sticks, lids, beads, walnut shells
etc. It would help if a corner in their house is created where they can store things
picked from the trash so that some materials are available easily when required.
During this process of exploration & experimentation he/she begins to connect
with the elements of art and start creating .
Check your Progress-5

1. Mixed material can be found from.....................
2. Is it necessary to get craft material from market (Y/N)

3. The following can give which colours;

i. ______________from geru Notes
ii. ______________from coal
iii. ______________from turmeric
iv. ______________from leaves , grass , spinach.
v. ______________from lapis lazuli, indigo .
2.3 EXPLORATION AND EXPERIMENTATION

WITH DIFFERENT METHODS OF VISUAL
ARTS AND CRAFTS
2.3.1 DRAWING AND PAINTING
Drawing is a form of visual expression and one of the most practiced form of of
Visual Art. The purpose of drawing is to leave a visible mark on a two-dimensional
medium by making varied lines or shapes with varied tones .
No one knows when drawing really began. But people have made rock and cave
drawings since pre-historic times. When paper became available from 14th century
onwards, drawings were done on them.
Drawing or Painting helps to externalize emotions and events which a child may
not express in verbal/written form. This art form provides vent to their ideas and
images on paper e.g. a small child who loves ice-cream will like to make its
image on paper or images of balloon, house, parents, school, flowers, cars etc.
To express what they see or love most. Sometimes they also love to narrate
stories from their paintings.
Drawing
The common tools that can be used for drawing are as follows:
• Chalk
• Charcoal
• Conte
• Crayon
• Graphite

• Pastels
Notes • Marker
• Pen and ink
• Pencil
• Inked Brushes
These are in the form of a stick with a point that transfers particles of media to
the base. Most of these drawing media are either dry (e.g. graphite, charcoal,
pastel, Conte) or use a fluid solvent (e.g. marker, pen and ink).
The bases for drawing can be:

1. Paper
2. Canvas
3. Metal
4. Wood
5. Plaster
6. Walls (for murals)
PAINTING
Painting is a method of putting pigment on a surface. The pigment can be paint,
crayon or any other Materialwhich can also be done with hands/fingers, knife,
spatulas etc.
Types of Colours used In Paintings:-

1. DIRECT COLOURS: - Dry pastels, Crayon, Colour pencils come under
this category of colours. These can be used by small children easily and so
should be introduced to a child at the primary level for colouring as they do
not require any strict paraphernalia.
2. OIL COLOURS: - They are available in tubes. These are to be diluted with
turpentine oil for painting. The painting is generally done on canvas or a
board. These colours are used by elder children as they require lot of
paraphernalia and are little difficult to manage.
3. WATER COLOURS/Poster colours: - Watercolour painting is older than
oil painting. Normally the only medium needed is water .Water colours are
transparent, so one can paint one or more layers of colour. Painting in water
colour offers an immense scope for everyone. As they can be used through
colored pencils, pastels, pen and ink, anything which is compatible with
water.
2.3.2 BLOCK PAINTING

Printing is an interesting method to create impression. It canbe as simple as Notes
putting a thumb on stamp pad and pressed to make a finger print .
VEG. PRINTS: - vegetables like potatoes, onions, cabbage, capsicumetc can be

cut , dabbed with colour or painted and pressed on paper to create a print or
impression . The prints can be made to create patterns for education sake or even
for fun sake.
NATURE PRINTS:- The objects found in nature can be used for printing e.g.
leaves or fern, feather, a piece of wood or a tree branch.
HAND/FINGER/THUMB PRINTS: - Children love to paint their fingers, thumbs

or even hands. The hands and fingers are dipped into thick paints and then pressed
on paper to leave impression. These impressions can then be used to create
different animals, birds, fruits, vegetables, faces etc.
Tips -
1. Thumbs can be used to create a thick figure, or even faces or features.
2. Fingers can be used to make a fence or legs/hands.
3. Hands can be used to make a butterfly or peacock etc
2.3.3 COLLAGE MAKING

‘Collage’ is a French word which means gluing or pasting. As an Art term, it
refers specifically to the assembling, arranging and pasting of paper, cloth and
other material to create an artistic composition. It involves the use of almost any
material and is useful for creative imagination The base can be paper, boards,
ply, or canvas. Different kinds of materials like kinds of paper like magazine
paper, newspaper, coloured paper, etc ,old fabrics, buttons, thread, boxes, foil,
etc ,Feathers, shells, sand, leaves, twig, dried flowers, etc can be used in Collage
to make it interesting , creative and to experiment with using of scrap by children.
The topics can be as serious as pollution, clean city, deforestation etc or even fun
filled like making a kite, my house and so on.
Importance of Collage
• It helps to develop the fine motor skills of children by tearing and pasting
• The creative skill in children gets enhanced by such activities
• There are children who cannot draw efficiently, and hence feel discouraged.
Collage is a great method to develop interest in art work for such kind of
children.
• Group work can be enhanced while making collage
Tips -
Notes • To show pollution children can use matchbox to show vehicles on the roads
thronging smoke.
• To show a forests they can make a tree and put grass on the tree to show the
leafy part of the tree.
• To show cleanliness they can show the litter in the school by pasting wrappers
of toffees, chips etc.
Such method of pasting mixed material as collage can make children conscious
about nature, personal hygiene,other social topics in an interesting manner and
create effective posters without drawing too much.Small children who cannot
use scissors can produce great pieces of art simply by tearing and pasting.
2.3.4 MASK AND PUPPET MAKING

A puppet is an inanimate object or representational figure animated or
manipulated by an entertainer, who is called a puppeteer. This is a very ancient
form of theatre. Puppets are of different varieties and they are made out of a wide
range of materials, depending on their form and intended use. Puppetry by its
nature is a flexible and inventive medium.
Children at primary level can make Mask and Puppets out of ordinary materials
available in the surrounding like threads, bits of paper, straws, paper bags,
newspaper, buttons, wool, broom sticks, old cloth or socks, cotton etc. Children
learn to use waste material effectively, get motivated to choose locally available
materials and avoid artificial or cost demanding material. Children become more
observant and explore new things. Some common techniques are:-
Finger Puppet- It is the simplest way to make puppet without much paraphernalia.
One can simply tie a piece of cloth on finger and create a character by painting
eyes, nose, mouth etc on thumb and fingers depicting different characters. Pictures
Socks Puppet- These puppets are made of worn out socks to be worn on hands.
Eyes and other features can be added by using yarn, buttons, pom-poms, ribbon,
felt, feathers, craft, foam, and beads. The figures made out of glove are then
brought to action to show the puppet talking.
Paper bag puppet

Use a white or Brown paper bag. Use markers to make a face on the bottom of
the paper bag. The mouth will be on the bottom edge where the bag is folded.
You can also use felt pens for the figure and cut out eyes, nose, etc. Cut small,

pointy ear shapes out of paper and glue them to the side of the bottom edge of the
paper bag. Once your face is done, you can finish making their front body. Your
Paper Bag Puppet is ready for Show. Notes
Glove puppet- Glove Puppet: Glove puppets are better made with two pieces
of cloth sewed together to create a hollow inside so that the fingers and a palm
can slip into it.
Mask
This is normally worn on the face and used for disguise and entertainment both.
Masks are usually worn on face for different ceremonies, storytelling etc. A paper
plate, some feathers, a few sequins — make a really cool mask.
Just as puppets can be made, similarly children explore and experiment with
different materials and use their imagination to create Masks out of it.
Some kinds of Masks that can be made from materials suitable for primary children
can be:-
Paper Mask
We can use any paper for making mask. Children cut-out the line drawing
according to the character and then add the features to it. Use of different colour
paper for making features and different material for decoration is to be adopted.
Making of Mask
Material-Pastel sheet, cartridge sheet, fevicol, scissors
Steps:
1. Take 1/8th of pastel sheet

2. Cut it in the oval shape
3. Cut eyes in the leaf shape and put eye ball in it
4. Cut the nose and paste it
5. Make the expression as per choice like smiling
face, sad face etc.
Paper bag masks are the easiest to

make. Get big envelops/paper bags so
that it slips into a child’ head. Mark eyes,
nose and mouth to make appropriate
holes to see, breath and speak. Ask

children to paint with imagination. You will be astonished to see the range of
characters created by them.
Notes
Paper platemasks are also easy to make. Get a paper plate, make holes, cut the
four edges to fold and paste so as to fit in with the oval shape of the face, put an
elastic on two sides of the plate, and wear it.
Paint and give character to the mask for playing.
Paper-mache masks are made of pulped paper or paper strips moistened with
thin wheat paste. By this material one can create interesting contours to the face.
When dry it is hard and durable. Paint it with colour to give character. One can
make full or half masks depending on the requirement.
2.3.5 CLAY MODELLING

Clay is a good medium of exploring as it is soft and malleable. Hence it can be
easily moulded. It is most natural for younger children to make things out of
clay. Many of us have built mud or clay houses and figures in grounds, play
fields in our younger times. They enjoy the tenderness of the clay that is why
they love doing the activity.
Children first make Round Shapes as they love to recognize balls to play with
them. Later, these balls evolve to make birds, fruits, vegetables, human faces,
etc.
Some Precaution needs to be taken while working with clay:
• Using too much water which will make the clay weak and later cracks will
develop in the slabs.
• Also ensure that there are no cracks in the clay which should be smoothened
by rubbing but not applying
• If the piece of work is not completed on the first day, it should be covered
with wet cloth to stop it from drying. It can be worked upon on the second
day.
• Children should maintain cleanliness and hygiene while working with clay.
Therefore, they should tie aprons and ensure that their hands do not mess
the floor or the walls.
• They should wash their hands properly after they have finished working
with clay.
• The clay articles which need to be preserved should be displayed on a separate

shelf

Tips on preserving clay:

Clay of the right plasticity should be stored by wrapping tightly in plastic bags Notes
and Sealing thoroughly or it will dry out. At the end of each session the children
can put their clay in sandwich bags. If the clay has dried out slightly, use a plant
spray to moisten it, then put it in the bags and seal tightly. They can be kept in
the tightly sealed bucket until needed.
2.3.6 PAPER CUTTING AND FOLDING

Paper cutting – It is the art of cutting Paper in designs. Paper cutting is an ancient
form of folk art. Different cultures have adapted this art in different styles all
over the world. Sanjhi is the Indian art of paper cutting.
Today, paper cuttings are chiefly used as decoration. They ornament walls,
windows, doors, columns, mirrors, lamps and lanterns in homes and are also
used for decoration on festivals.They have special significance at festivals and
on holidays. For example at Diwali and on the New Year’s Festivals, entrances
are decorated with paper cuttings which are supposed to bring good luck.Paper
cuttings also used for patterns, especially for embroidery and lacquer work.There
are two methods of paper cutting – using scissors and knife. Several pieces of
paper—up to eight pieces—are fastened together. The motif is then cut with
sharp, pointed scissors.The advantage of knife cuttings is that considerably more
paper cuttings can be made in one operation than with scissor cuttings.Two
dimensional and three dimensional cutouts are common which creates an illusion
of depth, proportion etc
CASE STUDY:-
Children can take a square paper of any size and foldit in any geometric style
horizontally or vertically.
Paper Cutting –
Mosaic
Steps:
1. Cut thin strips of paper then cut them horizontally to get small Square of
about 1 cm.
2. Make a pattern or a design or a figure on a paper
3. Fill these with the squares of coloured paper accordingly
4. The finer details we can draw with a sketch pen like stem of flower
5. The complete picture looks like a mosaic
(Method of making Paper Mask given in 2.5 )

Paper Folding
Notes As soon as we hear the term paper folding the popular Japanese style of Origami
(ori meaning “folding “and gami means “paper)comes to the mind. This form
of art requires the ability to give concrete shape or structural form like a sculpture.
The goal of this art is to transform a flat sheet of material into a finished sculpture
through folding and sculpting techniques, and as such the use of cuts or glue are
not considered and the only requirement is that it should hold a crease. Paper
sculpture is very light and easy to handle. Old newspapers can be used for such
sculpting

1. Drawing can be done paper and canvas also (Y/N)
2. Drawing is a method of releasing a ........................on paper
3. Painting can be done on canvas with ........................ colours
4. Block prints can be done with vegetables T/F
5. ________is the printing techniques used for small children
6. Match the following:
1. Collage a Japanese Art
2. Mask Mandana
3. Puppet Slab and coil method
4. Paper Folding (Origami) assemblage of different materials
5. Rangoli (Rajasthan) Finger, Glove, Stick
6. Clay Paper Bag
2.4 MAKING OF FOLDER PRACTICAL WORK

DONE
2.4.1 MEANING OF FOLDER AND SIGNIFICANCE
A Presentation folder holds loose papers or documents together for organization
and record. The cover is made out of a thick paper with clips inside to hold
sheets.
2.4.2 HOW TO MAKE FOLDER

Folder can be made from handmade papers ,cardboard etc. Plastic folders are
available in the Market. It is important to label the folders as per our requirements.

2.4.3 USE OF FOLDER

Folders are used to store articles of children, craft materials, photographs of art Notes
work. These are records to help the child in recollecting varied experiences and
for the teacher in continuous and comprehensive evaluation.
2.5 LET US SUM UP

Visual Art is an important component of Education at the primary level. It forms
the core of child learning process and is an indispensible part of the school
curriculum. The expression of ideas and emotions through art work is extremely
important and useful as it develops multiple intelligence and is a source of joyful
learning.
Units to describe experimenting with various mediums and material like pencil,
pastels, pen, ink, poster colours, clay, paper etc have been taken up in detail.
Exploration and Experimentation with different Methods of Visual Arts and Crafts
like Painting, collage, masks, clay modelling, paper cutting and folding have
been taken up in detail. Finally making a folder for displaying all work is very
important. It helps the teacher and child for
The unit ensures that if a child is given a creative environment where he/she is
allowed to explore and experiment the learning would provide a holistic
development. The child will learn to think independently, be aware of the
immediate environment and the world around them, learn to experiment and
explore possibilities etc . It is for all elders and teachers to realize whoever touches
the life of a child touches the most sensitive point of a generation. And also “All
genuine knowledge originate in direct experience”
2.6 ANSWERS TO CHECK YOUR PROGRESS

1. True
2. (sculpture, Photography, architecture)
3. (aesthetic)
4. (element)
5. (Red, Blue, Yellow)
6. N

Check your Progress - 2
Notes 1. ( 2B, 4B, 6B)
2. (HB)
3. (tones)
Check Your Progress - 3
1. Soft, Hard
2. children
3. glass, plastic, or pottery
4. Leonardo-da-Vinci
5. N
6. Tempera
Check your Progress – 4
1. (water)
2. (line)
3. (flower, sand, divas)
4. yes
5. (press and Pinch, coil)
1. (surroundings)
2. no
3. i. (brown)
ii. (Black)
iii. Yellow (haldi)
iv. (Green)
v. (Blue)

Check your Progress -6
1. yes Notes
2. (Mark)
3. (Oil)
4. (True)
5. (Thumb/Hand printing)
6. Match the following:
1. Paper Folding (Origami) a Japanese Art

2. Rangoli (Rajasthan) Mandana
3. Clay Slab and coil method
4. Collage assemblage of different materials
5. Puppets Finger, Glove, Stick
6 Mask Paper Bag
2.7 SUGGESTEDREADINGS & REFERENCES

• www.faber-castell.ie/34872/creative-ideas/creative-techniques/crayon-
techniques/default_news.aspx
• www.faber-castell.ie/34870/creative-ideas/creative
• techniques/colourpenciltechniques/default_news.aspx
• www.faber-castell.ie/34873/creative-ideas/creative-techniques/
pasteltechniques/default_news.aspx
posterpainttechniques/default_news.aspx
watercolourtechniques/default_news.aspx
1. National Book Trust Play activities for child Mina Swaminathan&

development Prem Daniel
2. NCERT NCF 2005
3. NCERT FOCUS PAPER – 1.7

4. National Book Trust Art; The basis of Devi Prasad

education
Notes
5. National Book Trust Who is the greatest Rekha Jain
6. Tara Books Child Art with Every TaritBhattarjee

day Materials KanchanaArni
Geet Wolf
7. Print World (P) Ltd. Art Beauty and Creativity Shyamala Gupta
8. Mapin Publishing Sri Aurobindo on Indian Elisabeth Beck

Pvt. Ltd. Ahmedabad Art
9. NCERT Training Package On Arts

Education For Primary
Teachers

1. What is Visual Art?
Element of Art
Fundamental of Art
2. What are the objectives of visual Art?
3. Importance of visual Art for Primary Teacher?
4. What do you mean by material?
Natural
Low cost
Waste material
5. What is the importance of puppet in education mention the types of puppets
that can be used?
6. Elaborate the Block printing techniques which method is most commonly
used for a small child to do Printing?
7. What is a pencil? What are the kinds of pencils available in the market?
8. What are pastels? Name and explain the types?
9. What is rangoli? What kinds of materials can be used to make rangoli?
10. “A collage is a work of art made from assembling of different materials”
Explain?

11. Mixed media is a fantastic method to explore and experiment with different
medium. Is it true? If yes, explain how?
Notes
12. How clay improves the gross motor skills in children? (Importance of
clay)
13. Can paper be folded to create forms, if yes, what is this art called and explain
one method to? Create a model (e.g. Cap or bird)
14. What is the importance of colours in painting? (Mention the types of colours
used in printing)

Performing Art Practical
UNIT 3 PERFORMING ART PRACTICAL

Notes
STRUCTURE
3.0 Introduction
3.2 Elements in different performing arts
3.2.1 Music
3.2.1.1Vocal
3.2.1.2Instrumental
3.2.2 Dance
3.2.2.1Folk
3.2.2.2 Classical
3.2.2.3 Creative
3.2.3 Theatre
3.2.3.1 Folk Theatre
3.2.4 Puppetry
3.2.5 Significance of Regional Art Forms
3.3 Planning and Preparation of any Performing Art
3.3.1 Planning
3.3.2 Preparation
3.3.3 Tips for Presentation
3.4 Making a Folder of covering practical activities
3.5 Let us Sum up
3.0 INTRODUCTION
In the previous chapter you have learned about Visual Arts and Craft. The chapter
gives you the knowledge about different aspects of Visual Arts and Craft. It

describes fundamentals of Art, experimentation with different materials and

Exploration and Experimentation with different Methods of Visual Arts and Crafts.
Apt implementation by teachers will give ample opportunity for children to Notes
explore and experiment .It will enhance the creativity of the child and also help
them to explore and enjoy in the immediate environment.
As Art figures in almost every walk of life Art and India are almost synonymous.
Right from birth singing the soothing lullaby to the child, enacting tales of valor
and courage in schools and community celebration from the epics – The
‘Mahabharata’ and The ‘Ramayana’, or Panchatantra we are connected to art.
All Art forms foster cultural awareness and promotes cultural practices. This is
the means by which knowledge of the historic past of its people, traditions, beliefs,
customs can be understood. The achievements of human beings through literature,
poetry, important texts can be revisited and transmitted from one generation to
the next. It is therefore valuable for impressionable minds to get the right exposure
to arts in their formative years by gaining access to our rich and important past.
This unit of Art education will give an idea about the varied disciplines in
performing arts and how their implementation will be useful to the learner.
Performing arts incorporate Music , Musical Instruments, Drama, Dance ,
Recitation, Narration, Literature etc. It is a very wide gamut and has been a part
of human life since the beginning. These forms are embedded so beautifully in
our social lives that without them life would be so dull, shallow and unaesthetic.
The glory of our traditional and contemporary performing arts hence has to be
treasured, glorified, practiced and restored for the benefit of the future generations.

After completion of this unit, you will be able to:
• Understand the arena and perspectives of performing art.
• Understand our regional art forms-music, dance, theater, puppetry.
• Relate to performing art activities in day to day teaching
• Analyse the importance of our local specific arts and regional art forms.
• Strengthen bonding with regional art forms and conserving it for future
generations
• Explore different art forms and understand their intra-relationship
• Understand Integration of Performing arts with other curricular areas.
• Enhance creativity, individuality, group work, sensitivity etc. among children

Perspectives of the teacher

Notes Teacher should encourage and motivate students to take part in different activities.
Teacher will play the role of a guide, motivator, evaluator, facilitator, planner,
performer, organizer, inspirer, counselor, promoter and modifier as well.
Basics of Performing Arts.

Listen to a sound of any bird or a street vendor, you will find musical notes
interestingly arranged. Look at the tree swinging in cool breeze, you will find
interesting dance movements. It is happening every day and every moment, all
around waiting to be discovered. There is a deep relation between performing
arts and daily life. All the rituals and festivals in our country have elements of
Music, Dance and Drama. Playing varied roles in life we express ourselves
according to specific characters like mother, child, wife, husband, uncle,
grandfather, aunt etc any relationship within the family and in the society. When
we like a particular expression that may be a way of talking or behaving, we
imitate and this gradually evolves to artistic capabilities. Different art forms are
systematic expression of emotions, ideas, action, reactions, attitudes, beliefs etc.
When we stylize these expressions we create the basic elements of Music, Dance,
Drama, Puppetry, Poem recitation etc. It improves understanding, knowledge ,
opens and develops new avenues, promotes learning of skills and stimulates
interest and creativity. It gives ample opportunity to satisfy curiosity, interest by
indulging in varied roles by expressing through any medium of art like song,
dance, drama, puppetry etc.
3.2 ELEMENTS IN DIFFERENT PERFORMING ARTS

The basics of all performing arts is Listening, Viewing, Imbibing, Imitating,
Exploring, Expressing, Performing etc. When we see or practically do a dance,
music or drama performance all our sensory motors awaken as we spontaneously
indulge in all the above traits .
• Expression — All living beings have sensory motors which help us to listen,
view, smell, touch and taste. When we actually do the above activities which
are spontaneous to any human being we give varied expressions. These
expressions help others to understand our thoughts. Similarly whenever we
stylize our presentations through any form of art, expressions play a major
role. Look at a father with a gift hidden in his palms and the expectant
daughter waiting in suspense, you will find elements of expression and
simultaneously drama in it. When a child looks at a beautiful flower or
smells a rose or suddenly watches a flight of birds in the sky the expressions
are spontaneous and anybody around is able to understand the feeling rightly.

All performing arts are best manifested when the element of expression
gathers strength.
Notes
• Listening –There are varied sounds in our surroundings and environment
like chirping of birds, flowing water, animal sounds, pitter-patter of rain
drops ,rustling of leaves, the soft mellow of breeze, sound of footsteps,
voice patterns of different human beings, etc. also human beings use different
sound patterns to communicate many circumstances like birth of a child,
death in the family, celebration of different kinds etc. hence the moment
one listens the sound pattern conveys the situation. So listening is an
important and essential exercise.
• Observing — Let’s take a look around— our eyes will witness innumerable
things, but do we actually see all or our eyes select only a few things which
are of our interest and the rest is ignored. Suppose we have to make a
presentation in dance, theatre or music
What all do we view;
The location of presentation, where all sets can be made, what is the position of
the audience etc.
Then we come to the performance part- posture, style and colour of costume,
jewellery, props, makeup etc, position on the stage of the artist for apt eye contact
with the audience etc.
This development of keen observation or viewing improves our capacity of

exploration, understanding and the proper usage of resources available. This
correspondingly facilitates performance and presentation.
Hence a teacher should motivate students to develop a sense of viewing every

minute detail in their surroundings. This will help not only in planning activities
but also gain a better perception of their surroundings which helps them to
utilize local resources that are easily available.
• Exploring- listening, imitating, imbibing, relating are the basis of

exploration. Through performing art forms teachers can motivate students
to explore by enhancing curiosity. This attitude of Exploration helps all
gain specific knowledge and innovate. We explore with our perception and
understanding.
Disciplines in Performing Arts - Music, Dance, Theatre, Puppetry
The idea of creative art should involve all the elements of commonly known art
forms Music, Dance, Drama Poetry, Creative writing etc. One can add many

more like recitation, storytelling, mime, puppetry, mask-play, simple choreography

and group singing. Inclusion of popular art in the region, whether folk, tribal, or
Notes
classical is essential. Also depending on which region your school is located in,
the children in your class may choose any art form. This will be the best way of
introducing the children to dance or music, as the local arts create a much more
significant impact. The teacher should never insist on any particular form. At the
primary stage the focus should be to learn to be comfortable with the body, to
build confidence in standing, speaking loud enough for all to hear, singing together,
etc. You can choose songs and stories that are popular among the performing arts
of your region. However, if the children express interest in some performing art
by name, you could try to get pictures of that art and show them, discussing
interesting features like the make-up, the movement, the costumes used in it,
which would increase their interest in the arts in general.
An Important passage from the text “Historical development of Indian Music-

Swami Pragyananda”
In the remote days, all rites and ceremonies were connected with the elements of
music. Songs of religious character, lullabies, love songs, game and drinking
songs, songs/ music of farming, hunting, marriage, burial, war, travel, seasonal
songs formed an integral and indispensable part of life of the people. The popular
ballads and folk-songs are like narrative accounts of the spontaneous enjoyment
of existence and of domestic events of the people. Total musical narratives of
different occupations like descriptive pictorial songs of the expert Patuas, mystic
songs of the Sahajiyas and the Bauls, dreamy river-songs, magic chants and
tunes of the snake-charmers, hunting tunes of the Santals are commonly found in
all regions of the country. Different musical instruments of folk-music like ektara,
dotara, sarinda, gopiyantra, venu (bamboo flute), tipra, madala,dholaka,
khamaka, anandalahari, khanjanikaratala, etc. bear testimony to the cultural
taste and outlook of the people. When we point out to the above cultures which
exist even today we empower a student by enhancing the observing and listening
capacity.”
3.2.1 MUSIC
Concept of music
• Our environment consists of many different sounds. When we explore more,

we experience varied types of sound we hear are interesting, soft, loud and
different from each other. If we look around, we hear the sound of a bird
chirping, an animal grunting or meowing , a hawker calling out, ringing of
a bell, and vehicles on the road, human voices, pitter-patter of rain and

other sounds in nature. We also hear the sound like clapping, banging of
table, screaming etc. Music is an Art form whose medium is Sound . When
we combine the sounds in such a way that it is smooth, pleasant and in Notes
harmony, we call it music.
Human being has imitated and reproduced sound from environment and
surroundings and paved the way for systematic arrangement of sound—seven
notes and other notes in between; unlimited combinations creating music; From
these seven notes varied types of Music has been created.
We listen to music in our everyday life from childhood on different occasion like
on child birth, wedding, festival, at religious places etc. This music belongs to
our region, where we find songs touching each part of our life and moods. Music
is not only about notes, it is
about expressing notes through feelings and emotions. That is why it is said
commonly “Music has no language and it is meant for all”
We listen to music in vocal and instrumental form —
3.2.1.1 VOCAL MUSIC

Tune and rhythm are two important elements in Music. When we put words in a
tune with rhythm it becomes a song. All tunes are based on the different sargams
or patterns created out of the seven notes - Saa, rey, gaa, maa, paa, dhaa, nee,
saa
e.ga pattern can be like
Sthayi
Saasaadhaapaa Gaareysaarey Gaa —— paagaa Dhaapaagaa ——
Gaapaadhaasaa Rey saadhaapaa Saapaadhaapaa Gaareysaa —-
0 3 x 2
Antara
Gaagaapaadhaa Paasaa —— saa Dhaadhaasaarey Gaareysaadhaa
Gaagaareysaa Rey reysaadhaa Saasaadhaapaa Gaareysaa ——-
0 3 x 2
It is based on a rhythmic structure of 16 beats. Similarly many patterns are made

in varied rhythmic structures. This is the basis of any song or composition
Also music represents the emotion of the masses .India has a rich legacy of this
context in regional music and classical music both.
Few examples of regional vocal music are given below categorically –
Notes Folk songs:
• OkunBijeBajaro e Badly OkunBije Moth MewaMisri…………Rajasthan
dgjokrky
Ekk=k 1 2 3 4 5 6 7 8 1
Ckksy /kkxs u frA u d /ks u A /kk
Rkkyh&[kkyh x 0 x
This song has the above tala and the theme is based on the rainy season. Rain
brings happiness and joy in the life of people. Peacocks dance, koyal sings and
the fields are green signifying good harvest.
• Yichhu Son Chaman ………………………………………........... Kashmir
This song is in praise of India. Our Country is the a garden which is beautiful
because of flowers like us . We should live in harmony and not hate anyone.
Even in difficult times our approach should always positive.
Custom Songs:
ChaleDhan Kate DhaniaJaldiChalna………………………………. Bihar
This song is sung at the time of cutting crops. The song expresses how all people
working in the fields wish to complete cutting crops as early as possible so that
they can enjoy the festival of Chattparb.
Bhakti songs:
AnandlokeManglaloke …………………………RabindraSangeet
This is an invocation to the almighty written by the Nobel laureate. It is expressing

how the Omnipresent and Omnipotent Almighty can bring wisdom , peace and
harmony to all.
Integration songs:
Mile Sur MeraTumhara ………………………. (Link – YouTube)
Milç Sur MerâTumhârâ, Tô Sur BançHamârâ
Sur KîNadiyân?HarDiúâSç, BahteSâgar Men?Milç
Bâdalôn?KâRûpLçkar, BarseHalkçHalkç

[Ks] ChaainTaraz Tai MyainTaraz, Ik Watt BaniyeSaayenTaraz Notes

[Pa] Tçrâ Sur MilçMçrç Sur DçNâl, MilkçBa?çIkkNavân? Sur Tâl
Mun?Hin?Jô Sur Tun?Hin?JçSân?PiyârâMilçJad?
Ahin?, GîtAsân?JôMadhurTarânôBa?çTad?Ahin?
Sur Ki Darya BahteSagar Men Mile
Bâdalân?DâRûpLaikç, BarsanHaulçHaulç
IsaindhalNammIruvarinSuramumNamadhakum
DhisaiVeruAanalumAaziSerAarugalMugilai
MazaiyaiPozivadu Pol Isai Nam Isai
NannaDhvanigeNinnaDhvaniya, SçridanteNammaDhvaniya
NâSvaramuNîSvaramuSangamamai, ManaSvaran?aAvatarinchç
E??eSvaravumNi??ka?o?eSvaravum, OttucçrnnuNamo?eSvaramây
TômârÚûrMôdçrÚûr, Sri??iKôrukÔikôúûrSri??i Hauk Aikyatân
TumaÂmaraSvararaMi?ana, Sri??i Kari ChâluEkâTâna

[Gu] Ma?ç Sur JôTârôMârô, BançÂp?ô Sur Nirâ?ô
[Mr] MâjhyâTumchyâJu?tâTârâ, MadhurSurânchyâBarastîDhârâ
[Hi] Sur KîNadiyân?HarDiúâSç, BahteSâgar Men?Milç
Bâdalôn?KâRûpLçkar, BarseHalkçHalkç
Patriotic Songs: Assam

AeiMati Re Mauro MauteMatiKeSumilo
AeiMatiTeJibonsobiAankiAankiMosilo
This song denotes the feeling of the people of Assam about the love and devotion
for their motherland. The song also describes the beauty of that place.

Children Songs:
Notes • Hara samandergopichander, bolmerimachalikitnapani-
• Hind desh… mmm huhu…
humsabhee…. ekhain… bhashaaanekhainyehanekkyahaindidi ?

anekyanibahutsaare…. bahutsaare, kyabahutsaare?
acha, batateehoon…
surajek… chandaek…. taareanek….
Festival Songs:
Bhaiya Mere Rakhi……………………………….. RakshaBhandhan
3.2.1.2 INSTRUMENTAL MUSIC

The ancient texts in India say
^^xhraok|au‘R;aË;e~ laxhreqP;rs**
‘Geetam, Vadyam, Nrityamtrayamsangeetmuchyate’
Indian Musical instruments have evolved over centuries. Each instrument has its
beautiful story of evolution similar to any other cultural history. Pots, pans, plates
were essential utensils used by human beings in the kitchen which later
transformed into musical instruments. Thus, most Indian instruments although
having started in simple forms because of a long period of evolution, have now
become exquisite instruments capable of producing varied pitch and range of
octaves. Had this evolution not happened we would not have seen so many
instruments in our country.
There are artists playing regional music or folk music who showcase music of a
particular region as well as classical musicians who have two styles -Hindustani
and Carnatic. All these musicians have created hundreds of musical instruments
out of which some are popularly practiced,some are becoming rare and some
have withered away or merged with new innovations in instruments.
There are various types of Musical instruments available

in all the regions of the country .Our musical instruments
fall under four different categories.
1. The string instruments are known as Chordophones

(Tat – Vadya)

2. The wind instruments are known as Aerophones (Sushir – Vadya)

3. The skin Instruments are known as Membranophones (AvanaddhaVadya)
Notes
4. The Percussions are known as Idiophones (Ghana – Vadya)
We all see and hear musical instruments in our
day to day life like – in temples, church, social
gatherings, movies/cinema, advertisements,
children programs, live concerts etc. Some
examples of Musical instruments are
1. Chordophones (String Instruments) –

TAT VADYA
The above names are synonyms of a type of Instrument that produces sound
through strings stretched over different types of surface. The string instrument
is usually made of materials cotton ,silk and like wood, metal ,clay ,hide or
skin of animals. Strings of copper, brass, steel, iron, parched animal guts
,hide of different animals stretched tightly over a surface and tuned properly
produces a pleasant musical sound. The ancient scriptures mention that the
‘Tat’instruments also had strings made of cotton ,silk anda kind of grass
called ‘Munj’.
String instruments prevalent in India
can broadly be divided into four groups.
The first categoryconsists of those that
are sounded with the help of a plectrum
such as the Veena,Sitar, Sarod etc. The
second category consists of those string
instruments that are played by using a
bow likeRavanhattha,Sarangi,
Sarinda etc. The third such as Santoor
is a chordophone played upon by
striking its strings with a small pair of wooden sticks. The fourth type is
that which is played with hands like Ektara, Tanpura etc.
2. Aerophones (Wind Instruments) - SUSHIR VADYA
The category of wind instruments or aerophones is known as SushirVadya.

The instruments in this category use air directly or indirectly for production
of various types of sounds .The word Sushira means hollow, perforated or
full of holes. The whistle , horn ,loudspeaker made of folded paper or a little
whistle known as Peepadi made from a smooth leaf folded are examples of
sushir ‘yantra’. Sushirvadyas are categorised according to different types of
sound producing methods . Some have a mouthpiece through which one

blows to produce sound like flute or algoza . Some have a mechanism such
as the reeds like harmonium to produce sounds. Another kind of SushirVadya
Notes
produces sound through bellows.
When through blowing or bellowing
air is made to vibrate ,the frequency
level of the vibration produces
different shrutis or identifiable notes
. Covering and uncovering the holes
with fingertips or stoppers
modulates the sound of the wind
instruments. Some other
instruments are;
Ran Singha………..Jammu
Algoza…………Rajasthan
Harmonium, flute, Bansuri, shehnai, turi, beeh etc.
3. Membranophones (Skin Instruments) - AVANADDHA VADYA
Avanaddh means ‘that which is covered’. AvanaddhVadyas are those

instruments whose openings are covered. Instruments with a hollow form
made of wood, clay or metal, covered with animal hide or membrane are
percussive by nature. The earliest of the Avanaddha instruments could have
been tree stumps which stood vertically on the ground . Having a single
face, which might have been hollowed out and when covered with a hide or
membrane might have become the first drum. As the art of scooping out
portions of felled tree trunks was gradually perfected, hollow forms in various
shapes and sizes became the base for creating different kinds of musical
instruments.
Digging a pit for arresting animals and

then covering the part of the earth with
the hide of the animal after consuming
the meat created another drum which
has been termed the
BhoomiDundubhi. The membrane
was struck with the animal’s tail,
which was left intact.The tightly
stretched membrane covering the
openings of the hollow body by
nailing it to the ground was either
struck by the hand or with an object for producing sound.

Gradually with different shapes and sizes of mud vessels , wooden vessels
and pots coming up like Spherical pots, shallow pans, long necked jars,
when covered become different rhythmic musical instruments. That is how Notes
we see Edaikka,(one mouthed) Tabla- two pieces, Dhol (open from two
sides)etc. Some are played with the palm and
fingers, others are struck with sticks. Some
instruments are
Dhol…………Punjab
Naal………..Maharashtra
Dhak………..Bengal
Hudka……..Himachal Pradesh
Dappu…….Andhra Pradesh
Idiophones (Percussion Instruments) - GHANA VADYA

Human beings used pots and pans in their
homes . In this process these pots and pans
clashed against each other which sometimes
produced a sound pleasing to the ear .This
paved the way for stone, wood and clay to
become mediums of musical or rhythmic
expression. As already casted utensils were
a natural beginning to musical expression
Thaali ,ghatam ,daand ,such instruments should be the primary instruments .These
have been termed as ghanavadyas or idiophones. Ghana meaning solid .Ghana
vadyas are usually made of metal, wood, clay as they are solid in structure.
Dandia ,manjeera, ghanta, ghunghroos, ghatam are some of the ghanavadya
instruments.
Some of the observations regarding these instruments are –
Indeed any two pieces of solid struck or rubbed together can become an
idiophone.
These have evolved from basic materials used by human beings like pots,
pans ,dandas used in the kitchen or for personal security . “weaning away
from this material culture to musical uses and specialization is at a later
stage says the eminent musicologist B.C.Deva”
They acquire a definite pitch at the time of their casting or carving, which
can be heard and analyzed only after they have been struck.

What is heard is not a sustained sound and therefore it is not possible for
them as single instruments to produce a melody.
Notes
The sound produced is of a short time span and that is why these are suited
for rhythmic accompaniment.
Some instruments are

Gong _ _______ Sikkim
Kamsale…………Karnataka
Bhortal………....Assam
Leizium…………Maharashtra
Ghattam………Kashmir
Check Your Progress- 1

1. Name our five senses.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. When we close our eyes, our power of listening ….(increases/decreases)
3. What is the most important component of performing art?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
4. List the sounds you listen to in your immediate environment?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5. Music begins with sargam………………… (true/false)
6. Music is divided in……., ……. categories- vocal and Instrument
7. Any kind of sound is music, do you agree. (yes/no)
8. The categories of musical instruments are——————

3.3.2. DANCE
Dance is the expression of body, mind and soul. The co-ordination of body parts Notes
with face expression along with Music can be termed dance. India is a country of
diverse culture and there are dances in every region which are inherited. The
important aspects in dance are body movement, facial expression, music, musical
instruments, literature, space management, group and solo co-ordination, makeup
, costumes etc. Costumes and ornaments of dances are inspired by the atmospheric
condition of any area. Regional dance form is performed in groups on religious
occasions, marriages, any cultural event, Republic day parade, local festival of a
particular region, movie cinema, tourist places etc. These dances are performed
solo, duet and in groups. In these dances people of varied age groups perform
spontaneously in dances of their specific regions. E.g. in Gujarat Dandia or in
Punjabi Bhangra we find thousands of people dancing together to the beat of
regional music.
Solo:
Solo dance is performed by an individual
Duet:
It is performed by two performers .Generally it is done to both genders with their
individual characteristics or identities at the same time.
Group:
We observe large groups of people dancing together to celebrate occasions
Dhimsa(Devi Puja)………………………….…………Andhra Pradesh
Garba………………………………………………………...Gujarat
Bihu…………………………………………………………..Bengal
The Musical instruments we have read about in the previous pages are also used
and are very important in dances.
Types of dances
3.2.2.1 FOLK DANCE

Folk dances evolve from the lives of common people and are performed in
unison. These dances are performed on the occasion of festivals, following rituals
and customs, religious ceremonies, celebration of joys, seasons etc.

3.2.2.2 CLASSICAL DANCE

Notes The dance form that has a developed,
creative and solid base work is termed
classical. It has a specific style and the skill
has to be learnt from the gurus. The classical
form of dance was performed in temples as
well as in royal courts. The dance in temple
had a religious objective whereas in courts
it was used purely for entertainment. Now
it has moved to the stage for public
performance and in classrooms for systematic learning. Some of the classical
dances are-Kathak, Bharatnatyam, Manipuri, Odissi etc.
3.2.2.3 CREATIVE DANCE

Theadaption of Western theatrical techniques imbued with elements of Indian
classical, folk, and tribal dance is a creative form. Uday Shankar was the pioneer
in this sort of adaptations thus laying the roots of modern Indian dance. The art
of creativity,
improvisation, and imagination is the basis for any sort of creative dance. The
creative dance form liberates itself from imitation of the tradition and the classical
dance forms laying emphasis on seeking the essence of the cultural legacy giving
it a distinct Indian identity. In the preceding years after Uday Shankar many
dancers like AnandaShankar,Narendra Sharma etc have worked in the area of
creative dance. Shanti Bardhan a disciple of Uday Shankar gave us immortal
Ramayana with human beings performing like puppets. He also introduced the
fable of Panchatantracreating movements of the birds and the animals.Darpana
Academy of Performing arts is another institution laying a lot of emphasis on
creative dance.

1. Name some folk dances of India.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. Kathak and Bharatnatayam are …….........……..dances of India.
3. Dance is the ……............….. of Body.
4. Creative dance incorporates……....……and so is the legacy of any
culture

3.2.3. THEATRE
Concept of theatre: Notes
A child is born with natural expressions like laughter, smile, cry, excitement, joy,
thrill, anger etc. at birth. At this stage the child doesn’t have a language but is
able to express and also understand other’s expression. Theatre is an Art form, a
platform that provides organization to these expressions, thought, and emotions.
The approach towards self discovery, introspection, organisation of ideas with
emotion , providing manifestation and solution to wide ranging themes like social
issues, human outlook ,life as a whole in a stylized and aesthetic manner is theatre.
The theatre/drama performances are based on social appreciation, awareness,
messages, eradication of social evils, mythological stories, epics, stories of famous
personalities and ritual offerings etc.
ROLE PLAY
Theatre in a child’s life begins from the immediate environment through imitation
in the form of role- play. We experience people playing different roles in our day
to day life like washer man, vegetable vendor, fruit seller, teacher, maids etc. All
these people have a direct relation to the child’s life. Children observe people in
their surroundings and imitate them. This is role play. Also when they read about
different personalities or any animal, fruit, vegetable , machine etc they like to
mime the characters and in the process introspect and start thinking about many
facts e.g. if they role play a tortoise they think about the anatomy, outward structure
of the animal, where it lives, what they eat , how they move around and so on.
Hence through this activity they are able to gather a lot of information regarding
the animal. So it is beneficial for the child to do role play as it gives ample
opportunity for creativity, outlet of emotions, voice modulation, self-expression,
language development and scope to know the environment in a better way.
STORY TELLING & STORY ACT

Story telling begins from the childhood and plays a very important role in child’s
life. In early times, storytelling and story enactment proved to be the best way for
child’s all-round growth and development .Usually grandparents used to spend
ample time with children. As the joint family system took the back seat by giving
way to nuclear families children nowadays get very little opportunity to listen to
stories. Stories enhance the imagination power in children and gives them
opportunity to live it in their own world. The joy of listening to a story and at the
same time gaining moral values is a fantastic approach. The teachers can apply
the skill of storytelling easily in an effective manner. Story telling is an art with
the combination of expression, gestures, voice modulation, movement and words.

So, a skilled teacher can make a difference in the life of a child through storytelling
and enactment as theatre begins from this point in his life.
Notes
3.2.3.1 FOLK THEATRE
inhabited by over a billion diverse racial groups, India presents a colorful
assortment of folk culture, best portrayal through the unique art of folk theatre.
Local dialect is used in folk theatre. Some of the popular folk theatres
areRaasleelaRamleela,Bhaand, Nautunki, Wang, Jatraa etc. Some ballad singing
theatrical productions are Pabujikaphad ,Nupipaalaa of Manipur etc. Instruments
like dhol, kartal, manjira, khanjira are some props used in folk theatre.
Some of the regional theatre forms are given below
1. BhandPather – This theatre form belongs to Kashmir and Punjab. Farmers

celebrate harvest season and worship gods & goddess. There is combination
of Satire, Wit and Parody. Shikargaah is one of the tradionalpather which is
a satire based story of hunters who hunt deers. Masks are used to depict
animals in it.
2. Krishnattam – Krishnattam is performed every year in Krishna temple of
Guru Vayur in Kerala. In this, cycle eight plays of Krishna are enacted in
eight consecutive days every year. The plays are Avataram, Kaliavardama,
Rasakrida, Kamsavada, Swayamvaram, BanaYuddham, VividaVadham and
Swargarohana. Krishnattam is very closely related to the life of an individual
where all the aspects at different stages of life are taken up. For example,
Kishana’s birth, Kaliadaman, Kamsavadh tells us that mother gives birth to
a child, but the whole family takes care of him. As the child grows, he starts
fighting or raising voice against social evils and works towards eradication
of it. Few more example of regional theater forms are given below :
Swang Haryana, Punjab
Nautanki Uttar Bharat
Rasleela Utter Pradesh
Bhavai Gujarat and Rajasthan
Jatra Bengal & Orissa
Tamasha Maharashtra
Yakshagaana Karnataka
In Urban areas, there is provision of training in theatre as well place to perform.

All over the country there are theatre groups like Nandikar, Prithvi Theatre,
Rangayan, National School of Drama etc who promote theatre in education ,

train artists, host mega productions for the masses. Hence the culture of seeing
and doing theatre is very much agog in our urban centres. But on the other hand,
in small regions and rural areas, theatre is performed for the people , with the Notes
people and is more close to the heart of masses. Theatre reflects the thought of
the common man. It expresses the viewpoint of the society to face the challenges.
There is no specific requirement of formal stage setup. So, tents and temporary
stage becomes the setup for the performance .There is a lot of scope for creativity
and improvisation. It gives an opportunity for emotional outlet. It is the most
authentic medium of recreation for common man.
Theatre in classrooms.
Doing Drama/ Theatre-In classroom dramatics the curricular areas are taken
into account and the play is devised in the classroom by children. Sometimes a
historic episode or previously written theatre is also considered for education
purpose. This is gaining a lot of effectiveness over the years. Teachers can take
great advantage of doing curricular areas through drama, narratives or story telling
Check Your Progress -3

1 Write any 3 character of your choice for role play.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2 Is formal stage setup requiring for the regional theatre performance.
(Yes/No)
3 Value can be inculcated through story telling. (True/False)
4 Name 2 most important components of story telling.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5 BhandPather is a regional theatre form of ____ and Punjab.
6 ____ Theatre form is performed on Krishna Play in Kerala every year

3.3.4 PUPPETRY
Notes Puppets are a unique aspect of performing art which can be pedagogy. It helps in
spreading social awareness, environmental consciousness, historical incidents ,
traditional stories like Vikramaditya’s 32 puppet throne ‘Singh asanaBattisee’
which helps to teach morals etc. Puppets are used to communicate our viewpoint,
ideas and thoughts. The moment we hold a puppet in hand, we merge into the
character and introspect. This rings a bell in the mind and the character suddenly
comes alive giving the ability to understand and interpret. It brings more fun to
the content and yet brings out serious debate through manipulation. All the
elements of visual art and craft like colors, harmony etc are used in puppetry.
Most common themes of puppetry are –moral values stories, epics, local myths
etc. Puppets depict the local region identity and characteristics and are created
keeping in mind the same. Puppetry is successfully used for spreading education,
awareness and for mentally & physically challenged people so that they can
understand the concept in a better way.
Few example of regional puppetry are given below:-
Type of Puppet Place / Region Theme/Name of Puppet

Glove Puppet Uttar Pradesh Radha- Krishna
Orissa
West Bengal Play called ‘Pavokoothu’
Ramayana & Mahabharata
Kerala Kathputli
String Puppet Rajasthan Kundhei
Orissa Gombeyatta
Karnataka Bommalattam
Tamil Nadu
Rod Puppet West Bengal, Orissa
Shadow Puppet Orissa Ramayana
Kerala Tholpavakoothu
Andhra Pradesh TholuBommalatta
Karnataka TogaluGombeyatta, Theam –
Mahabharat& local legends.
Maharashtra
Tamil Nadu


1 Name any three types of puppets. Notes
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2 What are the most common themes of puppetry?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
3 Puppetry is successfully used for physically & mentally challenged people
(True/False).
4 Puppetry is the most interesting and _________ medium of expression.
5. Puppetry is successfully used for physically and mentally challenged
people.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
3.2.5 SIGNIFICANCE OF REGIONAL ART FORMS i.e.

MUSIC, DANCE, THEATRE & PUPPETRY AT
ELEMENTARY LEVEL
Regional art form plays a significant role in child’s life at the elementary level –
1. It helps in the holistic development of children. Art forms touch physical,

cognitive, emotional, social, spiritual, and language
2. Participation in activities enhances coordination, cooperation, sharing, and
patience, strength of unity, leadership and ability to initiate and follow.
3. It helps to build in positive attitude towards life.
4. It gives opportunity to solve problem in any situation through exploration.
5. It increases concentration power and attention span. It helps in sharpening
the mental abilities.
6. It helps to enhance creativity and imagination.

7. It gives outlet of energy and emotions satisfying the child
Notes 8. Through activities there is interaction between students which breaks the
barrier of language.
9. In a classroom students come from different region, so performances
enhances feeling of brotherhood.
10. As regional art forms are organized at elementary level, it strengths regional
bonding and develops respect for region.
11. It helps students to know and understand their Indian culture and enhances
national integration.
3.3 PLANNING AND PREPARATION FOR ANY

PERFORMING ART
Planning and preparation plays a significant role in the organization of an event.
It is an important tool to assure the success of an event. A well designed plan and
preparation results in a winning situation. The effective implementation of plan
plays a very important role in the whole process.
3.3.1 PLANNING
1. Theme selection should be according to the need of the event. We should be
aware of the objective and purpose of the event while selection of art forms.
It should correlate with the requirement of the occasion.
2. It is very important to have authentic information of the art form which can
be collected from various sources. Parents, community, books, internet,
people from other regions, students etc. can be involved in this process to
gather and give information . For the students this can be good exploration
which will give them a life-time learning experience.
3. It should be kept in mind that for whom the performance is being planned.
The outlook and quality of the audience has to be kept in mind while selection
of art forms.
4. Date and time of the event is to be finalized keeping in mind the availability
of space in the regular school curriculum. It is essential to know the school
programme like examination, vacation etc.
5. The location of the event , space of stage or the ambience is to be decided on
the basis of the availability of funds, easy to reach, space for
audience(celebration, annual day etc.), level of event(school level, inter
school level, state level etc.)

6. Fund allocation for the event and its distribution under different heads plays
a crucial role in the organization.
Notes
7. Participation in school should be kept to the maximum as the involvement
motivates each child. Classrooms, auditorium, community hall etc can be
utilized at all times. Planning and adjustment in groups for performance
helps in such events. Space, time all are calculated by competitive directors.
8. Selection of music for the performance, script writing and instruments to
be used should be in such a way that it fulfills the need of the performance
as well as maintains the authenticity of that art form.
9. It is very important to decide and select the type of costume and ornaments
for the performance.
10. Division of work and delegation of duties should allow maximum
participation of students and staff members in the event. It should also give
them a platform to show their capabilities and explore more in different
areas.
3.3.2 PREPARATION
1. While preparing for a performance it is important to have a fully aware
team at different levels of work.
2. Audition and selection of students should be done according to the need of
the performance.
3. There should be appropriate provision and allocation of time for rehearsals
for practice of script, song, music, puppetry like dialogue delivery, voice
modulation, body language and movements, mudras etc. without disturbing
the regular school environment. In such events, time management is
demanded. Planning in advance before a session starts proves useful in such
cases.
4. Stage construction should be done according to the number of participants
in different performances. Provision of stairs should be on both sides of the
stage. The back stage space should be appropriate, so that participants can
easily take their position.
5. The configuration of the stage should give scope of eye contact between
performers and spectators.
6. There should be arrangement of sound system according to the requirement
of the performance like cord less microphone, stage mike etc.
7. Stage lighting should be arranged according to the need of the performances.

Stage decoration and display according to the art form should be done in
advance with the use of durable and natural raw material.
Notes
8. Costume, ornaments and make up can be self made/home made, on rent or
already available with school. Keeping in mind the weather conditions,
costume should give protection and comfort to the participants. Make up
should be applied only after quality check. There should not be any
compromise in this area.Teacher can ask the participants to bring their own
make up kit.
9. Props should be prepared in advance according to the need of the art form.
These can be home made, prepared in school by a team of students and
teachers, outsourced if there is an essential need , on rent etc. There should
be sufficient props for building up appropriate environment for art form.
10. For puppetry, stage setting should be according to the type of puppetry i.e.
string, shadow, glove etc. The puppets can be self made or experts could be
invited to do workshops with children to make it. We can use variety of
puppets in one puppet show.
11. For theatre, script should be finalized with care . All the participants should
have a copy of script to build up a relation with the whole act.
12. Funds should be managed judicially because the whole plan of action
discussed above is based on the availability of funds.
13. There should be dress rehearsal on the stage a day before the event so that
everything can be checked and corrected. All the preparation related to
costume like ironing, alteration, ornament check for any wear and tear should
be done to avoid last minute hassles.
14. Audio sound system arrangement, CD, cassette etc. should be checked in
advance.
15. Medical consent should be signed and collected from parents to know about
the medical conditions of students.
16. There should be proper water, sitting, refreshment and washroom/restroom
arrangement. There should be proper arrangement to inform participants
regarding number and time of their performance. A team of teachers and
students should volunteer the show for coordination.
17. Power back up arrangement is essential for the event to avoid hindrance due
to electricity failure. It is very important to take safety measures like fire
safety etc.
Therefore proper planning, preparation, delegation of responsibilities with
effective supervision is the key to success for any event.

3.3.3. TIPS FOR PRESENTATION

Subject related Notes
1. The Themes selected in performing arts should
• pertain to aspects of development in a child
• connects to curricular areas
• should be safe for a child
• should encourage reflection by children
2. Any art form that is selected should be taught correctly and not at random
3. Regional Arts have to be promoted. The music in the film industry has too
much domination everywhere. Hence the beautiful melodies, dance forms,
folk theatre is getting lost. The glamour attracts but it has to be understood
our regional arts are very developed, have a lot of depth and speaks about
the country people.
4. Topics that are connected to some festivity should be taken up in schools as
the fervor and gaiety in the community helps children to get extra information
5. Objective-to enhance knowledge of different languages and vocabulary
6. Symbolizing effects;
Suppose the world of water is being depicted

• Use dupattas for the effect of water.
• Head masks can be used for fish.
• Big and small fishes can move in the background to build up appropriate
environment
Through puppetry
The story of Panchtantra ‘the lion and the rabbit’ can be presented with the help
of glove puppet, shadow puppet and rod puppet. To show a jungle scene different
animals can be shown with the help of puppets. The wellin which the lion jumps
can be made with an big empty carton or we can replace it with mirror to explain
the mirror-image concept. Children can easily relate with the object they see in
their surroundings.
Logistics related
1. For any performance the rehearsal space should be appropriate in size. Rest
of the school working, should not be disturbed.

2. All the extra material should be available in hand to avoid and manage any
kind of accident like safety pins, hair pins, needle and thread, make up kit
Notes
etc.
3. Props and puppets should be durable and easy to handle.
4. Two or more copies of audio record like CD or cassette should be kept for
safety.
5. First aid arrangement should be made for the performance day.
6. Replacement should be ready for the performance, if required.
7. To mange weather related issues, there should be alternate arrangement like
a hall or auditorium or a big covered area. .
8. There should be provision and ability to make changes as per need of the
time and situation

1. List any three points to be kept in mind while planning a performance.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. Puppets should be ……… and easy to handle.
3. Stage should be at such a height that there is ………. contact between
performers and audience (eye) .
4. Match the following-
A B
Durability For rehearsal and presentation
Volunteers Availability and distribution
Dress rehearsal Props ,costume, backdrops
Funds Props symbolic
Space teachers and students
Puppetry a day before event

INTEGRATION OF ALL ART FORMS

In this unit, we will be applying the content in a presentation consisting of all Notes
four mentioned regional art forms i.e. music, dance, theatre and puppetry.
Story— ‘a parrot and a red fairy’
Scene-1 (story )
1. Presentation of puppet show with the use of a sheet of cloth.
2. Puppet characters are-a parrot, a red fairy, two dancing fairies.
3. Two volunteers holding the cloth sheet for puppet show.
4. From the back of the sheet the puppet will create the movements and
dialogues.
5. For heaven effect, smoke and lights can be used to show clouds.
In the next scene puppets will be shown as live characters for the rest of the
presentation.
Scene-2 (story)
Change of scene- Puppet show stage will be changed and background display (
drawing and painting to be done by children) for scene-2 is to be done while
anchor is developing the story.
Stage display- scene of earth, village-trees, well, houses etc.
Characters - a parrot, village women singing song and going to fill water in the
pots.
Costume, ornaments, make-up - parrot- green head mask, village women-

rajasthanilahenga ,chunri, bor, kade, etc.
Props - aluminum pots or action of holding the pots.
Dialogues and songs can be pre-recorded or sung on the spot. The village women
song is in chorus and parrot song is solo one.
Instrument - dholak and harmonium.
Light and sound - morning time with chirping of birds.
All the village women moves towards backstage from one side and fairy enters
from the other side.

Scene-3 (story)
Notes Stage display remains the same as in scene-2
Character-a red fairy
Costume, ornaments, make-up- red gown dress, feathers, silver jewellery with
crown, a stick in hand.
Dialogues-the whole conversation between parrot and red fairy is in rhyming.(

let the children develop it with the help of teachers)
Scene-4 (story)
The village scene now converts into a ‘dhobighat’ while anchor develops the
story further.
Stage display- waves to show water with dupatta, a wire with cloths hanged on
it, trees etc.
Characters- washer men, donkey, parrot and red fairy.
Costume, ornaments, make-up- washer men- a dhoti and vest, donkey- dressed
like donkey with a head mask (standing in donkey position)
Props- cloths to wash or can be acted.
3.4 MAKING A FOLDER COVERING PRACTICAL

ACTIVITIES
Folders have to be made in a similar manner as has been discussed in Unit 2.
Record of all activities done in class, assembly, functions have to be maintained.
Small notes on the type of activity undertaken, methodology adopted, photos,
relevance to curriculum or any theme ,reactions of different people like audience,
friend, parents ,other teachers, principal should be noted down. This will help in;
• Knowing the process of documentation of various activities

• Self analysis and simultaneous improvement every time
• Check list of activities done in the whole year
• Restoring the folder for future- when children grow up and see their past
records there is a sense of jubiliation, triumph.
3.5 LET US SUM UP

India is a country with rich culture of all art forms. The regional art forms are

taking a back seat because they are not promoted. So, it is important to project
the importance of these art forms and bring them to the forefront. To preserve
Notes
and to achieve this objective, school is the best place. It is the responsibility of
all the teachers to relate topics in different subjects with art forms to enable the
students realize the rich cultural heritage. The world of performing arts in India
is fascinating and aesthetic. Proper implementation will shape a child’s life
beautifully making them creative thinkers. Any artistic performance helps in
understanding the depth of the art form, enhances confidence and activates the
mind and body. Hence in the foundation years of a child’s learning Education
through Arts will be beneficial. The effort by teachers will help children understand
the utility of regional and classical art forms in our lives and will not be a mere
fringe for the annual function of the school.

1. (Dimsa , Garba, Bihu)
2. (Classical)
3. (Movement )
4. (tradition and creativity)
1. Vegetable vendor, KabariWala, Fruit seller etc.
2. No
3. True
4. Expression and gesture
5. Kashmir
6. Krishnattam

Notes 1. Glove, Rod and String
2. Puranic literature, epics, moral stories, local myths
3. True
4. Attractive
5. (true/false)
3.7 SUGGESTED READINGS AND REFERENCES
1. National Book Trust Kingdom of Blue Skies MayalakshmiChattopadhyay

2. National Book Trust Konkani folktales Olivinho JF Gomes
3. National Book Trust The joy of classical Leela Samson
dances of India
4. National Book Trust Tansen; The magical Ashok Davar
musician
5. National Book Trust Creative drama & Meher R. Contractor
Puppetry in education
6. National Book Trust What is a tree? Marti
7. Tara Books Puppets unlimited with Geet Wolf
everyday materials AnushkaRavishanker
8. Tara Books Toys and tales with SudarshanKhanna
everyday materials Geeta Wolf
AnushaRavishanker
9. Tara Books Masks and performance Geeta Wolf

with everyday materials V. Geetha
AnushaRavishanker

10. SandepPrakashan Glimpses of Indian music Gowri, Kuppuswamy,

M. Hariharan
Notes
11. SandepPrakashan Documentation of L. Annapurna
performing arts
12. Publication Division A moment in life AlkaRaghuvanshi
13. Publication Division Talking Drum and MaliniSeigel

other stories

1. What are the important components of performing art?
2. What do you understand by sounds?
3. What are the different types of songs sung in our country.Give three
examples?
4. What is the difference between folk dance and classical dance?
5. Make a script of any chapter from your curricular area and stage the drama.
Write about it?
6. Why will you maintain a practical folder?
7. Name some Musical instruments which are percussive and which state do
they belong to?
8. Have you seen a regional duet dance? Describe the content, region to which
it belongs to, costume, reactions of people around?
9. Your class has children from different areas. What celebration do they have?
What song or dance do they sing on these occasions? Give atleast two
examples
10. Give suggestions from your textbooks- Which chapters can be taught through
performing arts?
ACTIVITY
1. Observe any festival and note what are the different types of performing arts
in it.
2. Find out about a puppeteer in your area. What is the story he/she narrates

Planning and Organization of Art Education
UNIT 4 PLANNING AND ORGANIZATION

Notes OF ART EDUCATION
STRUCTURE
4.0 Introduction
4.2 Planning of Art Experience for Elementary Class (Activity and Time Table)
4.2.1 What is Art Experience?
4.2.2 How to Plan an Art Experience?
4.2.3 Place of Art Education in School Time Table.
4.3 Organisation of Material and Space of Art Experience
4.3.1 What are the Materials Required For Art Experience
4.3.2 How to Organize Material & Space for Art Experience
4.3.3 Storage and Maintenance of Material
4.4 Organisation and Facilitation for Art Experience
4.4.1 What is Facilitation in Art Education?
4.4.2 Process of Facilitation
4.5 Let Us Sum Up
4.0 INTRODUCTION
In the previous chapters, you have learnt about the significance and importance
of art education both visual and performing art. The wide arena of performing
art is both a challenge and treasure for all of us to impart to the next generation.
It covers specific art forms like Music, Dance, Drama, Puppetry, Painting,
Drawing, Sculpture, Printmaking, Collage, Puppet Making, Photography Poem
recitation etc. and also areas like social sciences, Mathematics, aesthetics,
literature. It is like an ocean and taking just a few dips will give pearls of
knowledge to the learner and educator. The methods applied for implementation
have been studied by you and now we would like to proceed further.

It has to be accepted that the child has an inborn desire to express .This natural
instinct is pampered when the child in early years is given a medium e.g. paper,
colours, movement, songs, dialogue etc. The expression immediately transposes Notes
to varied styles or forms in performing and visual art. The support, knowledge,
enthusiasm and encouragement provided by the teacher help immensely in the
learning process.
Hence planning and organisation with appropriate techniques are required. A

teacher should be able to plan and organize issues related to Art Education. This
will incorporate, knowledge about different methods and material, its availability,
maintenance and process of facilitation in the case of visual arts. In performing
art methods of different ways of doing art forms have to be implemented,
availability and arrangement of space, time, costumes, props etc have to be planned
.The total exercise requires a little pre planning to get the best outcome.

After reading the lesson you will be able to:
• Plan an art activity in your class.
• Describe the purpose & importance of organisation.
• Various ways of organisation and facilitation
• List the required material for art experience
• Organise material & space for art experience in appropriate manner.

• Facilitate children for art experience.
4.2 PLANNING OF ART EXPERIENCE FOR

ELEMENTARY CLASS
For planning any art experience, teacher should be aware of the following;
• a child’s mental capacity which has visual imagery , unrealistic imagination,

joy and excitement
• understanding and trying to facilitate individual learning needs
• practical experience of the process of any art form
• availability of basic elements like comfortable space, clean and pollution

free environment musical instruments for music and dance, pen ,paper,
colours for visual arts.

4.2.1 WHAT IS ART EXPERIENCE?

Notes “The arts provide multiple avenues for students to express themselves. As an
instrument for receiving and transmitting messages of joy, language has its
limitations, and so it has to be supplemented by the arts of figuration, music
and dance” says Nandlal Bose.
A comprehensive system of education should ideally address the various

components of ones being such as the physical, the mental or intellectual, the
emotional and the spiritual. Most art activities are essentially multidimensional
addressing one or more of the above components and engage the individual
simultaneously in the ‘thinking’ as well as ‘doing’ mode. Drawing, dancing,
singing, clay modeling, storytelling, acting, or playing a musical instrument
involve a multitude of physical, mental, and intellectual tasks and challenges
and stimulate different areas of the brain simultaneously. And above all these
activities offer one the opportunity to connect with the creative side in each of
us, where one is free to feel, express, share and to create beauty with no fear of
being judged as right or wrong- in other words, connect with the child in each of
us. And hence the experience of Arts-in-Education is extremely fruitful if
implemented in the right manner.
Art experience is a process, whose fundamental element is no longer the material

and mechanical ‘work of art’ but rather the stages of ‘experience’. An experience
personally affects your life. Art experience provides this multidimensional
learning. In art experience, every step involves making a decision, what color to
use? How to make a line? What size to make something? What to perform?
With every choice, art becomes more and more a personal experience shared by
many.
Through art experience, the child creates visual manifestation of abstract ideas.
Ares of art experience would include:
• The world they know and live in.
• People and other creatures.
• The fantasies and mysteries.
The opportunity enables the children to live the experience, real or imagined
unique in its own way


1. What do you mean by art experience? Notes
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. Why is it important to give an opportunity to experience art?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
3. Describe stages of any art experience you want to plan.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
4.2.2 HOW TO PLAN AN ART EXPERIENCE?

The need of children at elementary level, determine the teacher’s role in every
activity. A teacher does not teach but acts as a guide to enhance child’s interest
and participation in art activity. So where do we begin?
First of all, the teacher has to think about an art form. Teacher has to play with
possibilities and plan to introduce something new every day. This is one of the
most challenging task the teacher has to face each day. A child is a bundle of joy,
intelligent, hyper active, impatient, noisy, intelligent, creative and so on. To mould
this energy and talent is not an easy task. Hence any activity in art that fires the
child’s interest and imagination has to be planned innovatively.
A theme or topic that is relevant for children’s experience and learning should be
chosen in advance. Occasionally ideas might rise spontaneously during sessions
in the course of discussions. Children should be motivated to share ideas, images,
feelings and experiences which are significant for them. For example, to illustrate
a poem or copy a work of art created by any other artist belonging to the bygone
eras, teacher should provide the right and required environment. He/ She should
consider aspects such as the objectives, level of class, facilities in hand, number
of students, material and time available.
Give the children time to explore the content that goes beyond the text book.

Experiences planned should be multisensory and should include observation,

exploration, experimentation and creation. Teacher should also consider the time
Notes
table schedule and planning time.
Teacher can look for expertise available in the community such as parents, artists,
professionals and can invite them to make the lesson communicative,
knowledgeable and interesting .
Planning of art experience includes:
• Having an idea of what to do?

• Using materials and tools as stimulus.
• Organizing space and time.
• Creating supportive environment.
• Vision for a display area.
• Record keeping for evaluation both during and after completion of work.
Suggestions for some activities:

Let us take the example of a Dance activity. The teachers would need knowledge
of the dance-form, related music and literature, costume, make-up and stage-
craft. For all the above elements the itineraries have be taken up one by one
through organized and proper planning. E.g
• the topic has to be selected

• a little research work on the content has to be done from text books, library
books, discussion with experts, parents and community people
• a format of the theme and content has to be decided tentatively (this changes
and improves as ideas and creativity improves due to the space given by the
facilitator)
• the scenes have to be planned
• Music has to be created fresh, if pre-composed or pre-recorded selection
has to be done wisely. If live music is a criteria then it has to be created and
planned with the musicians
• Costumes, jewellery types have to be planned. (in school if jewellery or
costume is made by children in a workshop it is extremely useful and the
experience becomes enjoyable, memorable and creative)
• The space has to be observed and with the help of children the best utilization
can be done

• Also stagecrafts, backdrops , lights(if possible),sound system have to be

organized.
Notes
This type of planning for art experience encourages students to combine reality
and fantasy in planning, to examine their environment, express the result of their
observations in a variety of media and materials.
The following subjects can be considered for doing art activities ;
• Prepare a bulletin board and paste cutting of newspapers including articles,

stories, poem, autobiography etc on specific themes & decorate in your
own way.
• Celebrate “earth day’. Ask children to read about earth’s need. Each student
can draw a picture or color of what they think, the earth needs. They can
write slogans to establish their opinion .
• Allow children to make a self portrait and let them add on to it for a few
days. The picture or image of self changes with add one day to day. On
enquiry they will reveal their future plans for self. A few motivating words
can help them to plan about a good future.
• Encourage them to make masks with paper craft and wear further. Allow
class to use those masks for role play.
• Children can create beautiful designs by leaf rubbing for prints – a fun craft
activity.
• Make a huge structure of dinosaur or giraffe or Mickey mouse in a group

and install at any prominent place in school.
• Children can create their own story or picture book.
• Organize or plan for an ‘Utsav’ or ‘Annual day’ celebration where children

can perform.
• Plan an exhibition where you can display the product/ outcome of art created
by children.
• Create your own cartoon character and name them and use them in a skit.
• Make some groups and prepare different kind of puppets and plan for a
puppet show.
• Students are asked to associate a color with many objects. Draw and write
about the impact of colour on that particular object.


Notes 1. Suggest any four art activities for your class.
i. ____________________________________________________
ii. ____________________________________________________
iii. ____________________________________________________
iv. ____________________________________________________
2. What will you remember while planning an art experience?
a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
4.2.3 PLACE OF ART EDUCATION IN SCHOOL TIME TABLE

School timetable largely refers to high schools, because elementary schools
typically have simple & flexible structures. At this stage, timetable involves more
human judgment. The time set aside for art for these classes, should be regular
and frequent. Very young children can be given time for art every day, as their
attention span is short, the experience would last just 5 to 10 minutes.
Effective organization of time is crucial to purposeful and enjoyable art activities;

it may suit at times to divide time into smaller units spread over period in order
to maintain the momentum of a particularly demanding piece of work. The amount
of time to be given for art experiences should be similar to other subjects’ activities.
The teacher should allow for both individual and group work in collaboration
where children can share ideas. Thematic work, such as large scale modeling,
may sometimes demand more time and the teacher has to manage more. So the
allotment of time should be planned in advance.
When teachers integrate other subjects with art as many areas of curriculum
offer excellent visual & imaginative stimulation, the teacher can avail for an art
class. In this way time allotted for those particular subjects can also be used for
art experience. Interpreting stories, poems, drama, historical events in drawing,
painting are obvious opportunities for using that period for art. Care should be
taken to ensure that the objective for art is clearly focused. If appropriate objectives
for an art lesson are not clear then there art classes are meaningless.


1. Which statement is right Notes
• We can integrate art with other subjects [ ]

• Time given for art should be lesser than other subjects [ ]
• One should be strict to time allotted for art [ ]
4.3 OGANISATION OF MATERIAL AND SPACE OF

ART EXPERIENCE
Effective organization is crucial to the success of the art class. Advance preparation
is therefore essential. It is advisable to make a list of the lesson requirements and
to check in advance the materials that are required for adequate and appropriate
use. These should be organized in advance.
4.3.1 WHAT ARE THE MATERIALS REQUIRED FOR ART

EXPERIENCE
In any work of visual art, children need material to create. E.g if there is a simple
task of drawing, a child at least needs a pencil, a sheet, an eraser as material. To
be able to supply the minimum material is the duty of a teacher after dealing with
administrative issues.
Material for art activities are like the nut and bolts of a bridge. A teacher has to
organize material keeping in view children’s need.
(i) FOR VISUAL ART
In visual art a teacher can possibly try out these options :
• Drawing
• Painting
• Print
• Clay modeling
• Puppet making
• Papier Mache
• Paper craft

• Installation
Notes • Alpana/Rangoli
• Sculpture
• Collage
Material required for above visual art and crafts:
Adhesive and tapes paint and brush

Clay and dough Sand
Crayons Thread and cotton
Pen, pencil, marker books
Colored paper and sheets audio visuals
Scissors and cutters paper Mache
Stencil wax
Newspaper and magazines wooden shapes
Once you have a collection of material, you will find the same object can often
be used in multiple ways depending upon the activities such as; a newspaper can
be utilized as packing material as well as in papier Mache craft also.
(ii) FOR PERFORMING ART
We do not need expensive instruments, costumes and jewellery to conduct

performing art activities. Thematic materials made for visual art can be shared
with performing art. Masks, crown, costumes, created in visual art may be used
in drama, role play etc. For example, visual concept of shape and space are made
‘real’ through dance. Themes explored through dance may be developed further
through a variety of visual art media. However, for performance, children can
make their own sets, costumes, masks. Making costumes can be as simple as
transforming an old T-Shirt and trouser into a wonderfully imaginative outfit
just by pinning and carefully chosen out cuts. The teacher’s own contribution
should consist in finding feasible ways to stimulate the children’s innovation
Many types of material commonly available can be used like a:
• String of beads.
• Paper jewellery
• Ordinary traditional saree

• Commonly played instruments.

• Paper for making different backdrops
Notes
• Jewellery made out of flowers, leaves, wax and clay
• Different masks.
• Crape paper to make decorations
• Different props.
• Various types of puppets
• Mike or sound system
• Various type of clothes
A TEACHER SHOULD KEEP IN MIND
• Collection of material should be done well before the time for the activity.
Materials in your plan should be easily available.
• Avoid sharp objects/ materials. Material should be safe for children.
• Children should be encouraged to bring in materials, but not forced.

• Create a magic box or basket in class where children can put in materials as
and when collected by them.
• Avoid burdening parents with requests for materials.
• Buying material by children should be avoided.

• The children should be divided into groups to collect materials and work on
the activity.
• Remember material should be environment friendly.
• Keep flexibility in sitting arrangement in the classroom.
• Put children in charge of materials in groups, and change places regularly.
• Appreciate the cultural context of the material.
• Material should be age specific.
• Your best and most reliable material is you and your student’s imagination.
The children will play their part in conserving supplies, once they understand
how and why they should be cared for. Clean up procedures should also be planned
in advance.

Check your progress-4

Notes
1. Match the following material with art form
MATERIAL ART FORM

Music system puppet show
Saree collage
old magazine role play
Mike painting
Color & brush dance
4.3.2 HOW TO ORGANIZE MATERIAL & SPACE FOR

ART EXPERIENCE
To organize teaching learning experience, a teacher needs enthusiasm , strong
determination, individual energy, rich aesthetic sense, wide range of props, better
imagination and good communication skills. It depends on the sensitivity of the
teacher that how well he/she caters the need of student.
(I) FOR VISUAL ART
MATERIAL
Organizing appropriate material for visual art is a consultative and collaborative
process involving the children, parents, school and community. A regular and
adequate supply of material and tools is essential for maintaining interest and
enthusiasm. It is also important to think about all possible resources. Material
should be twofold:
• Provided by teacher / school.
• Arranged by children/ community.
Good communication amongst teacher, children, principal and parents will help
to develop a common purpose and ensure the availability of material. Here the
role of the teacher is very important. He/ she should organize material from:
1. Children: While planning the art activities, the teacher can involve the
student to collect the material from their surroundings. Use of locally
available, low cost/no cost material should be encouraged. Example of
commonly available material with children are: empty cardboard boxes,
empty bottles, dry leaves and flowers, pebbles, used books and magazines ,
small branches of trees, balloons, coins, pictures etc.

2. Parents: parents can provide support for implementation of art by giving

some objects and materials. Their active interest in helping their children as
far as possible has a significant role. Materials that can be collected from Notes
home are old clothes, left over wool, old calendars, and paper plates,
thermocol glasses, packing material, old sox, ice cream cups and sticks, and
used CDs etc.
3. Museum and galleries: teacher can approach to renowned art galleries for
their collections. Some museums and galleries like National museum and
National gallery have postcards, posters, calendars and selected
reproductions. Teachers and principals can contact the respective museums
and galleries in their cities and states and ask for supply of some materials
for children of the class.
4. Community: A connection between school art and art of different community
should be made for traditional learning of different arts. For example,
painters, potters, stonemasons, musical instrument makers, furniture makers,
weavers, sculptures, basket makers, print makers can collaborate with
children by providing required materials and skills. Their different
occupational skills are a huge resource in providing skilled craft men ship.
5. Television and video: programs of artists are shown from time to time on
T.V and some are available on video lot of ideas can be incorporated from
these video programmes. Programme dealing with some particular techniques
are also useful for children.
SPACE
As far as possible, children should have space to work in comfort. Furniture
should be arranged to facilitate movement and to enable children to view their
work from different angles and also to provide sufficiently large surfaces for the
task in hand. There should be easy access to material. It may be feasible at times
for children to work outdoor. Activities that exploit the school environment and
acknowledge every child’s contribution (for example painting a mural) expand a
child’s horizon experience of art beyond the confines of the classroom.
Care should be taken to ensure safe & clean place . some aspects require more
care such as lighting should be adequate and the room well ventilated while
activity is being done. The physical environment should be visually stimulating
and lively and should help develop children’s learning in art.
(II) FOR PERFORMING ART

MATERIAL
By encouraging the children to create their own props and required materials,

the teacher can make the music and dance activity more lively, interesting,
meaningful and wholesome as a learning process. Children can make jewellery
Notes
by using flowers, leaves and feathers. Small bangles can be used to make ear
rings. Cardboard, glazed paper, glitters and sequins can also be used to make
beautiful and inexpensive jewellery. For costumes and jewellery also there are
innumerable artists and crafts man in every region, who can be identified and
proper guidance taken for learning the above skills.
Props can be put to manifold use. For example a dupatta flattered overhead can
suggest the breeze, pulled across the face, it can suggest a ghoonghat (a woman’s
veil), pulled from both ends it suggest a rope. Held in the cradle of your palms, it
suggests a baby.
Musical instrument fascinate young children. Children should be encourage to

make their own instruments by using blocks, spoons, stones, pots, cans or other
things. Moreover clapping of hands, tapping on the table, can also be used for
the rhythm. A guitar can be made with the help of shoe box, some rubber bands
and a piece of wood. Eight glasses filled with different quantities of water can be
set up as a ‘Jal Taranga’
SPACE
To organize classrooms or other space where no separate hall is available rearrange
the desks and chairs to create some empty space in the classroom or get access to
an open space. The children should remove their shoes and put them outside in a
proper row. They should sit in circles or as desired by the teacher.
In fact we can turn any space — a floor or a terrace into stage. If we plan the
presentation and the seating arrangement for the audience wisely many types of
space can be utilized. Sometimes, a part of the school premises can serve as an
excellent setting for a play, like staircase, corridor, verandah with pillars, and a
place with a tree or a wall in the background wonderfully suitable for stage-
setting . A proper electric power point should be functional in a classroom. This
would enable the use of a tape recorder/ computer (whichever is available). Let
them listen to music or watch some CDs on dance/ theatre.
When the weather is pleasant you can conduct art activity in the school grounds
also. In outdoor session you can take advantage of the trees and flowers, using
them as a backdrop for the activity being done. The children can also imitate
elements of music, dance and theatre that they find in nature. Activity carried out
under the umbrella of the blue sky, make the children participate happily.
If we have an auditorium we can think of using it innovately every time. To do

one part of a play or a cultural event on stage and another part in different settings
of the school may also make things attractive and exciting.
Notes
1. From where will you arrange material for your craft class ?
• community
• shops
• mall
2. Which places in the school can be utilized for making a stage?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
3. How can a community of potters contribute to a child’s education?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
4.3.3 STORAGE AND MAINTENANCE OF MATERIAL

Material can be organized and stored in a simple and easy way without too much
funds and efforts. Teacher can get help of children in maintenance of material.
He/she she can make children in charge and change in charges at regular intervals.
Children do have a sense of responsibility. They are caring and sensitive.
Trays or old baskets or shoe boxes are good containers to keep different objects.
Teacher can store various kinds of materials in a large box or container and call
it a “magic box”. New material can be added to the box from time to time, so
children are curious about “what will come out of the box today”.
The maintenance of the materials of art is also very important. For this purpose
a teacher can display the material in and outside class, such as on display board,
walls, corridors, pillars etc. this way you can enhance the appreciation of art in
children and get the benefit of peer evaluation also. Creating a children corner or
class museum is another way out to maintain the produced objects.

4.4 ORGANISATION AND FACILITAITON FOR

Notes ART EXPERIENCE AT ELEMENTARY LEVEL
Picasso wrote “every child is an artist.” As teacher or as an educator, it is the
responsibility of a teacher to let the child remain an artist once they grow up. Art
is a delightful way through which we can record the development of child’s
growth. Art is a powerful tool for children because it gives them the ability to
express their thoughts and emotions long before they can write or read. An art
work is often worth a thousand words. There are many different ways a teacher
can facilitate the art experience. Organization of art activity contains:
• An aim that encompasses learning which applies for each of the art form.
• Scope in each of visual art, music, drama, dance.
4.4.1 WHAT IS FACILITATION IN ART EDUCATION?

The term’ facilitation’ is broadly used to describe any activity which makes tasks
for others easy and a person who takes on such a role is called ‘ facilitator;’.
Facilitation is an art of teaching;
• providing confidence for self-expression
• helping the child by giving free access to handling musical instruments

with a caution for care, making them responsible of tape recorders, cds ,any
musical instrument etc.
• providing lot of art material for helping the child to choose and pick and
innovate
• before they dirty clothes or hands making them aware of ways of keeping
clothes and environment clean
• bringing the child close to a concept through objects in the near environment
• making effort to make the child complete activities
• motivating the child to think out of the box by listening to varied opinions
• connecting the child to resources like books, websites, CDs, cultural meets
etc
• involving the child in all activities- organising a classroom, consciousness
of cleanliness, organisation of desks and chairs, sense of belonging to the
school and class both
Systematic facilitation by teacher for the development of concept, skills and

attitudes will be a challenge for the teacher. Teacher will be aware of the

availability of materials and space, as well as the special needs of some children.
For facilitation balance should be maintained between opportunities for making
art and for reflection and response. Notes

1. Write two ways you would like to use for maintaining product material
of art.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. Describe ‘facilitation’ in your own words
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
4.4.2 PROCESS OF FACILITATION

As a facilitator, you have the responsibility to provide required material and
space to children when and where they need. In order to conduct the activity
efficiently you are expected to know the process of facilitation.
Example -A teacher should keep in mind:
• Have a “ JAADU KA PITARA” like box in classroom. Stock it with a

variety of tools and materials: crayons, markers, pastels, watercolor, glue,
paper and pencil.
• Sing together. Allow children to sing their favorite song after that let them
explore.
• Encourage them to enjoy art programs after school, on weekends or during

vacations many community parks and recreational centers offer these.
• Organize field trips, so children can experience real world concepts.
• Rich your class with CDs musical instruments, TV or computer.
• A proper space in which to do the activity.

• A wide collection of songs/ poems/ stories that can be used for singing,
dancing or acting.
Notes
• Songs/ dance/ theatre may be based on classroom topics like Nature, Shapes,
Balance, or Measure.
• Simple musical instruments (even those created by children from local

materials), other property such as dupattas (veils), sticks, pebbles and painted
backdrops to use in the presentation.
• Enough study of the subject to be able to answer any question that the children
might ask.
• A computer or projector to be organized before hand for study of video

clips.
• Screening the video clips before using them in class.
The most important ingredient in the recipe is your interest. Be there to appreciate
and encourage during every step of process.

1. What should a teacher keep in mind to facilitate children for art activity?
Mention any four.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
4.5 LET US SUM UP

In this chapter you have learnt about the meaning and significance of art
experience. Further you learnt about planning because only a planned approach
can achieve desired result. Haphazard approach will block the channel and process.
Planning must precede every performance. However, the real challenge starts
with the beginning of activity and then executing it. Here a teacher has to organize
material, space and time for art. With the organization of these three, a teacher
can motivate in art experience. The teacher needs to inspire and motivate children
in dealing with the practical problems and sustain the interest of students. Above
lesson has explained about process of facilitation. Now you can easily create a
comfortable, open and conducive environment for each and every child to
participate in art class.


Check Your Progress-1 Notes
1. Art experience is a process which occurs when an art work is being done
and child can express him/ herself and can feel fulfilled and contended
through art.
2. It is very important to give an opportunity to experience art because through
this, child can create something new and can make collection between ideas
and material.
3. Students explain the stages of art experiences which they want to plan.
1. Suggest any four art activities which you like

2. a. time allotted
b. space available
c. level of class children
1. We can integrate art with other subjects
1. Material Art Form

Music system dance
Saree Role play
Old magazine collage making
Mike puppet show
Color brush painting
1. Shops
2. Classrooms, a floor or a terrace, staircase, corridor, verandah with pillars

wonderfully suitable for stage-setting
3. Potters community can contribute to a child’s education by providing required

materials and skills. Their different occupational skills are a huge resource
in providing skilled craft men ship.

Notes 1. i. Trays or old baskets or shoe boxes are good containers to keep different
objects.
ii. Display board, walls, corridors, pillars etc.
2. Facilitation is a way to help others in such a way that they can do the given
task easily. This is a skill by which a teacher can improve the performance
of child.
1. any four example from 4.4.2 sub-heading “Process of Facilitation”

• Contemporary Art In India A Perspective Pran Nath Mago NBT
• Devi Prasad (1998) Art: The Basis of Education.
• Devi Prasad (1999) Shiksha Ka Vahan: Kala (Hindi).
• Mary Ann Dasgupta (2004) Low-Cost/ No-Cost Teaching Aids.
• Devi Prasad (2001) Rabindranath Tagore: Philosophy of Education and

Painting.
• Suresh Awasthi (2006) Performance Tradition in India.
• Rabindranath Tagore, My Reminiscences 1917Rekha Jain (Ed.), Bal Rang:

Bacchon ke Rangmanch—Siddhant aur Beohar, New Delhi, Rajkamal
Prakashan, 2006
• Barry John, Cathy Yogin, Rajan Chawla, Playing for Real: Using Drama in
the Classroom—A Teacher’s Handbook New Delhi, Macmillan, 2007
• Rang Manch –Newsletter published by NSD

1. Write 4 steps of planning an art activity
1. ……………………………………………………………................
2. ……………………………………………………………................
3. ……………………………………………………………................
4. ……………………………………………………………................

2. Explain meaning and significance of organization and facilitation?
3. What should a teacher keep in mind while organizing material for a dance Notes
performance?
4. How will you organize space for’ Diwali’ celebration when you have no
auditorium in school?
5. While facilitating for art activity, which are the aspects you will keep in
mind?

Evaluation in Art Education
UNIT 5 EVALUATION IN ART EDUCATION

Notes
STRUCTURE
5.0 Introduction
5.2 Evaluation in Art Education
5.2.1 Significance of Evaluation in Arts Education
5.2.2 How to Evaluate Arts
5.2.3 What to remember while evaluating art experience
5.2.4 How to communicate evaluation
5.3 Understanding various tools and techniques of evaluation in Arts
5.3.1 Meaning of tools and techniques
5.3.2 Various Tools and Techniques
5.3.2.1 Observation schedule
5.3.2.2 Projects
5.3.2.3 Portfolio
5.3.2.4 Checklist
5.3.2.5 Rating Scales
5.3.2.6 Anecdotal Records
5.3.2.7 Displays
5.4. Indicators of Evaluation
5.4.1 Meaning of Indicators of Evaluation in Arts
5.4.2 Indicators of Evaluation in both Visual Arts and Performing Arts
5.5 Making of portfolio (Practical)
5.5.1 Significance of portfolio
5.5.2 Maintaining a portfolios
5.5.3 How to use a portfolio for evaluation
5.6 Let Us Sum Up


Notes
5.0 INTRODUCTION
All of us are familiar with the fact that the role of a teacher is not complete
merely with organization and facilitation of art activity. Evaluation is an integral
part of teaching learning process. The teachers must take a serious note of it. As
we realize we can no longer afford to ignore the importance of art and hence
evaluation process in art for supporting the child’s development is extremely
important.
In this unit, an attempt has been made to understand different methods of

evaluation so that you can choose the appropriate one varied situations. During
and after any activity, you will be able to understand when & how you can evaluate
the process as well as product of art work. After going through it, you can easily
make individual portfolios of your children. This lesson also talks about the
various tools and techniques of evaluation

After reading this lesson you will be able to:
• Understand the significance in art education and its impact on children.
• Be able to understand the process of continuous and comprehensive

evaluation of children.
• Explain the right procedure of evaluation List various tools & techniques of
evaluation.
• Differentiate between two kinds of tools.
• Communicate feedback to children and parents
5.2 EVALUATION IN ART EDUCATION

Evaluation in art education is under taken to recognize progress of children in
various areas and identify areas which need further learning. At the elementary
level a teacher need not focus on the fine skills and knowledge of any art form.
Children are supposed to express them according to their capacity and thinking.
Freedom should be given to them to imagine, explore, innovate and then
express.

one has to look at evaluation with the perspective of ;
Notes • Individual creativity

• Expression and the feeling that it conveys to us.
• Child’s intention behind the art work
• Whether the purpose of the activity has achieved its goal
• To which scale
• Did the activity make any difference to the child’s thinking?
• How is the art work fulfilling to the need of a child?
• How can he/she improve the work quality?
5.2.1 SIGNIFICANCE OF EVALUATION IN ARTS

EDUCATION
“Evaluation is the systematic assessment of the worth or merit of a child’s task
.Everything the child thinks, expresses needs to be evaluated. It is the process of
finding out the extent to which the desired changes have taken place. It is a part
and parcel of teaching learning process. According to ‘Vygotsky’: “the job of an
educator is to take the child from her ‘present level’ to ‘potential level’.”Periodic
evaluation of children is important to determine whether the students are getting
the benefits from the art activities. At the end of an art activity a teacher needs to
get the feedback .Hence the purpose of evaluation is:
To find out the progress the child has made over a period of time like:
• Knowledge of a particular subject.

• Creative experience of visual/performing art.
• Creative expression of one’s perception of concepts.
• To assess the change that occurred in the child’s personality.
• To identify individual and special needs and requirements in a child’s being.
• To support & improve children by making them release their potential.
• To provide suitable environment to help them develop their creativity.
• To enhance confidence of the children by appreciating their achievement &
communicate the same to their parents.
• To plan teaching learning situations in a more suitable way.
• To understand the child in terms of their social and emotional behaviour,
their attitude & values.


1. Explain the purpose of evaluation of art? Notes
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. How does evaluation help in teaching plan and methodology.explain by
any examples.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5.2.2 HOW TO EVALUATE ARTS

There are two aspects of evaluation
• Self evaluation
• Student evaluation
Self evaluation:
In art education, teachers should assess their strengths and identify areas of
improvement. They can ask themselves these questions:
• To what extent am I familiar with my children
• How am I observing my students
• How I planned & organize an art activity
• To what extent is the student learning being fostered as a result of the

experience I provide
• How have I incorporated opportunities for learning & exploring
A teacher can put efforts to enhance his/her knowledge by attending workshops,

seminars and developing network with other better teachers:
There is a need to know that whether the art experience is contributing to the
need of student or not. This evaluation involves making a judgment about the
choice of art activity and its effectiveness. The reason for this evaluation is to
plan some improvements for the next time. Such improvement will involve

changes in methods, space, resources or materials that teachers are supposed to

facilitate. The evaluation should not be conducted at the end of session, but it
Notes
should be an ongoing process. Like if a particular art experience appears to be
poorly received by children and they do not seem to participate in it, then the
problem should be investigated and the teacher will need to improvise.
Student evaluation
Evaluation of art goes along with the teacher learning process while teachers are
regularly observing the progress. Some periodicity would also be necessary. We
can understand this by two ways. Evaluation should be continuous and
comprehensive. Continuous refers to regularity in assessment. It is done on a
regular basis. While the lesson is in progress and is done in order to improve
learning. . Comprehensive refers to the final grade assigned to the child at the
end of session.
i. It is essential that all domains of a child’s personality, i.e. psycho motor,

cognitive, social, and effective. It covers both curricular and co curricular
including interests, attitude and values.
ii. While some aspects of the art includes the concrete product as such in visual
arts, but some aspects of the learning are actions or behavior or performances,
which cannot easily be captured for later reflection and appraisal. In
performing arts a regular observation, assessment is required.
iii. At elementary level, process is more important than the product/ outcome.
Rather the art making activity should be more for enjoyment and not for
perfection or stereo type.
iv. Two major challenges of student’s evaluation are determining observation
criteria and record keeping. The teacher needs to maintain profile of each
child.
A teacher should observe student’s struggle with creative problem solving, their
willingness to try new things and their application of critical thinking. Final
product of Art Work will give only a partial view of the child’s experiences,
understanding and development in the art. Ongoing observation is essential to
achieve a complete and balanced assessment. While assessing products or
performance in the art, the teacher may determine the extent to which students
are achieving the learning objectives by observing the Individual art work,
Portfolios, Audio Visual and displays. Teacher should interact with their children
frequently.

Case study
A teacher wanted to know the behavioral aspect of children. She organized an art Notes
activity. Her purpose was not to judge the skills and knowledge of art but the
participation, cooperation, critical thinking were the parameters. So she evaluated
• Only the process of art throughout and observed the approach towards the
activity by children.
• He/she observed peer handling by children

1. What is comprehensive evaluation ?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. What do you think about the above case study ? Write a brief note giving
your views.
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5.2.3 WHAT TO REMEMBER WHILE EVALUATING ART

EXPERIENCE
• Take some time with a child’s art.
• Have some respect for their work.
• Show curiosity and ask what they felt at that time of art activity.
• Do not compare one child to another.
• Don’t discard children’s work.
• It’s an assessment of child’s individual progress.
• Preserve art work until the assessment process is complete.
• Specific feedback should be given of what the child needs to work on.
• Think before you say, your comments should be sensible, useful and for
betterment of child.

• Do not jump to the conclusion.
Notes • Feedback given by the teacher needs to be precise, so that the child clearly
understand.
• There should not be a judgement regarding ‘Good’ or ‘Bad’.
5.2.4 HOW TO COMMUNICATE EVALUATION

• Children do a lot of art work and performances over a period of time. If a
teacher keeps information, evidences and records of all activities in a proper
way, he/she can convey the feedback to the child and parent time to time.
• Teacher provides this feedback to make

them aware of their strength and weakness
regarding arts. What part they need to
work on in the future. The comments
should be the motivating for children
rather than the competition and reward.
It will be better to communicate in report
cards in a qualitative manner. There can
be a reflection card with simple and lucid
statements in which the teacher’s
observations can be given.
• Evaluation should be flexible at this level and children must feel the value
because they learn better when they are not being criticized. However the
feedback needs to be precise for a child’s proper understanding in the areas
that need his/her attention and improvement.
• Another way to communicate the feedback is to organize a small exhibition

within the school once in every 3-4 month, where the visual arts works of
children can be displayed for other children and parents. Also some cultural
performance can be done for the benefit of children and student both.
• Teacher should gather information through peer evaluation for records and
later on it can be helpful in the annual report card.
Here are some examples, how a teacher communicated the assessment to a child.
Example 1
A teacher displayed some of the child’s drawing on a display board and asked
him to respond to it. She asked some question
• Which of the drawing you like the most?

• Why do you like it.?
• Do you think it could be expressed in a better way? Notes

• What do you find most fascinating about the picture?
On the basis of above answers the teacher got the benefit of self evaluation of a
child.
Example2
Once a teacher wanted the benefit of peer evaluation. She gave an opportunity to
children to make shapes of animals with the help of leaves, then she displayed all
the work on a wall and provided some time to children to discuss and comment.
Children were very excited to see their work like that. They compared their own
work with others and easily appreciate and negated each other’s work in a healthy
manner.
Example 3
a teacher of class III decided to give appreciation card to her children on which
compliments and observation were expressed. Those compliments were based
on profiles and portfolios of children. She analysed their work and wrote
suggestion on appreciation cards. She tried to appreciate and improve the children
with her valuable statements

1. For whom the result of evaluation is important?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. What do you understand by peer evaluation?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5.2 UNDERSTANDING VARIOUS TOOLS AND

TECHNIQUES OF EVALUATION IN ARTS
There are so many tools and techniques for art evaluation. But no single type of
tool can be reliable, valid, comprehensive, and practicable for evaluating.continuos

Evaluation has different objectives or outcomes. A teacher should be familiar

with those tools which are commonly used in art evaluation. This is important
Notes
because only by using an appropriate tool, one can get accurate results.
5.3.1 MEANING OF TOOLS AND TECHNIQUES

In order to build up a
comprehensive record of
growth, the teacher will
have to rely upon a variety
of assessment techniques
and to a great extent upon
accurate observation &
record keeping. A larger
work or 3 dimensional work
may be more difficult to
maintain for session end due
to lack of storage capacity.
So it is necessary to evaluate
that at the time of creation
or during performance. A teacher has to decide to choose an appropriate tool for
evaluation. Here are some basic tools and techniques, which will be valuable
when reporting student’s progress to parents or principal or for student’s self
evaluation.
5.3.2 VARIOUS TOOLS AND TECHNIQUES

(i) Observation schedule, (ii) Projects , (iii) Portfolio, (iv)Checklist, (v)Rating
Scales, (vi)Anecdotal Records, (vii) Displays etc.
Observation Displays
schedule
Rating
Scales
Portfolio Tools and
Techniques
Displays
Checklist
Anecdotal
Records

5.3.2.1 OBSERVATION SCHEDULE

Having good observation skill is an essential asset to a teacher and it is also a Notes
skill that can be developed by practice. For practicing, always keep your eyes &
ears open so as to observe every perception and activity of a child? How are they
working? What is their behavior with others? How are they using their resources?
What are they creating & in which manner? Watch them carefully during the
process & their product of art works. This observation tool quickly helps you to
identify the problem as well as the quality of work.
A teacher can quietly observe what each child is trying to show in his work. The
children may show many variations. There may be a novel way of presentation.
They may show things which are even hidden from view. But inspite of that, the
kind of expression is valid and should be accepted. Teacher need not interrupt it.
It is useful to observe the child without the constant feeling that one is being
assessed. It is useful to understand his/her feeling & thinking process, their ability
and behavior with peers. This evaluation can be given according to need and it
can vary from child to child. This tool can be used when a child works individually
as well as in a group. All activities can be assessed through observation.

1. Match the following activities with observations:
Sketching color combination

Dance creativity
Painting dialogue delivery
Theatre motor skill
Collage making body movements
5.3.2.2 PROJECT
Project is a small activity that can be given at the end of the unit. This may be
overview of the child’s understanding of the concept taught. It requires students
to undertake their own fact finding and analysis or gathering pictures, data, objects
etc. By this, we can encourage children to explore the resources and surroundings.
It will be helpful for deeper understanding and appreciating art. This tool
is effective, when many different lessons have been taught. They are related
to each other & where the learning builds from previous and present knowledge.

5.3.2.3 PORTFOLIOS
Notes Evaluation shall be based on a review of the portfolios. It is a collection of the
work done over a period of time, may be a term or a year. As the art activity
progresses, you can place that art work in the portfolio. It tells the teacher how
the child constructs knowledge and helps the teacher to decide on further strategies
for teaching. Maintaining portfolios will prevent work from getting lost and also
helps you in keeping records. At the end of session/ year one can get help from it
for experience as a teacher and dealing with children.
5.3.2.4 CHECKLIST
A practical tool for observation based record keeping is checklist. Check list can
make it easier for the teacher to record information, while still being attentive to
other children and art experience can be in process. A teacher can make checklists
for different art activities based upon the objectives & criteria of that particular
task.
Checklist is a simple method for performing an evaluation. It is a systematic way

of recording specific action that can help focus attention on particular aspect of
an assignment. It is a list of criteria that the teacher thinks are important to observe
in a child at a particular time. It is quick and easy to implement & provides
specific information. It can be used either for self evaluation or when the teacher
has set objectives which he/she wants to assess in an objective manner.
5.3.2.5 RATING SCALE

Although the complexity of individual student development in art does not allow
a teacher to repress by one single grade or mark but sometimes it is necessary to
create numeric rating scales so that students can compare with their own previous
status. Create a measurement scale to determine, how many points you want to
award for the successful completion of work. You may wish to create a 3 point or
a 5point scale.
Rating scale is a numerical, verbal or graphic system for translating, judgement

of quality or degree. This will make the assessment more objective & transparent.
Some commonly used scales for evaluation are:
A B C
Excellent Very Good Good
A+ A B+ B C
Outstanding Excellent Very Good Good Satisfactory

It is used to record & judge the quality of a child’s work against specified criteria.
Holistic rating scale requires a single overall assessment of a piece of work.
Rating scale is particularly appropriate for examining Notes
• Evaluating levels of skill

• Understand attitudes & provide motivation
It is effective when an assignment requires various level of work, thinking,

analysis, creativity etc.
5.3.2.6 ANECDOTAL RECORDS

It is a short account of a particular incident or event especially of an interesting
or amusing nature. These refer to a written description of a child’s progress that
a teacher keeps on a day to day basis. It provides observational narrative records
of significant incidents in a child’s life. It may be a historical or biographical
record; these are the written observations word to word, action to action, what a
child is doing or saying. In order to assess a child individually, a teacher can use
this tool. He/ she can use this record to analyse children for their strengths and
needs. It can help to change method of teaching or to improve teaching learning
process.
This tool can be used to make reports of the child’s overall development over a
period of time. The narrative gives a clear idea about the child’s choices, interests
& relationship etc. Anecdotal record should be written in a positive manner.
5.3.2.7 DISPLAY
Display is a means of communication. It can be used when group work has been
assigned & we want to be shared with the rest of the class. This tool is useful for
peer evaluation as well as self evaluation. Children gain clarity of certain concepts
through illustrative displays. It may enhance the sense of belongingness among
teachers and children. They can feel pride in their work. it can be in the form of
wall mounts or table top installations. A children’s corner can also set up in one
section of the classroom.
Check Your Progress 6

1. Fill in the blanks:
1. _______ is a numeric system of judgment.
2. ________ can be a good tool, when group work has been assigned.
3. A historical and biographical record of a child is called _______.

4. Project is a small activity which can be given at the________ of the

Notes unit.
5. Having _______ skill is an asset for a teacher.
2. Describe two features of anecdotal record.
1. ____________________________________________________
2. ____________________________________________________
5.4 INDICATORS OF EVALUATION

Diagnosis exercise plays an important role in evaluation. It is evaluation through
which the main problems are identified and areas or focus groups that need
attention are known. The data in its original form cannot be used to draw
inferences. It needs to be converted in the form of indicators, so that meaningful
conclusion is drawn. Indicator answers a variety of questions.
5.4.1. MEANING OF INDICATORS OF EVALUATION IN

ARTS
“An instrument which gives you information” is called indicator. Indicator is a
qualitative or quantitative variable that provides a simple and reliable means to
measure achievement, to reflect changes connected to an intervention, or to help
assess the performance. Indicators are about achievements but are never an end
in itself.
A single indicator can rarely provide useful information about such a complex
phenomena as learning. Indicator usually designed to generate more and more
accurate information about conditions. The purpose of indicator is to characterize
the nature of system through its components- How they are related and how they
change our time? This information can be used to judge progress towards some
goal or standards. What an indicator can do-
• Set goals and priorities.
• Evaluate program.
• Describe and state problems much clearly.
Following are the charactestics of a good indicator.
• It provides useful information to the teachers.
• It allows relating with the other indicators.

• It measures how far and how close one is from the objectives?
• It helps to identify problematic situations. Notes

• Its ability to summarize information.
• It helps to compare its value to a standard itself.
Comprehensively the Development Indicators Are
Physical and Motor Development

• stamina, and activity level
• grace,
• alertness,
• eye – hand coordination
• gross motor development,

• fine motor development,
Mental Development
• Observation
• Memory
• Clarity of Concepts
• Problem – Solving
• Making sense of information
• Language development
• Creativity
• Logical Thinking
• Perceiving things, events etc.
Socio-emotional Development
• Relating to adults and peers
• Sharing with others
• Cooperation

• Taking initiatives
Notes • Adjustment
• Expression of feelings, ideas
5.4.2. INDICATORS OF EVALUATION IN BOTH VISUAL

AND PERFORMING ARTS
Indicators for assessment

Level 1 Level II Level III
Inclined Skill or techniques of a The name of the art What is the capacity Enjoys all
Towards particular art form form Good, v. good, average
Words (pronunciation) in Instant/ immediate Gradually Slow & simply enjoying

Music
Movement in theatre and Instant/ immediate Gradually Slow & simply enjoying
dance
Understanding Subject / Instant/ immediate Gradually Slow & simply enjoying
theme
Listening Excellent Good Can improve
Concentration Excellent Good Has to improve
Movement Excellent Good A little more effort is
required
Grasping Excellent Good Can improve
Retention Excellent Good A little more care will
help
Presentation Excellent Good A little more effort is
required
Talent, Potential
Excellent Good Has to work on it
(Imbibe) &
Creativity
Attitude Co-operative Over confident submissive
Co-Ordination Listening to others / Alert all time Sometimes Simply enjoying
observing peers &
adjusting
Following the teacher/ Alert all time Sometimes Simply enjoying
imitating

Understanding Subject /theme Good grasp Average grasp Indifferent

Developing / Always Sometimes Follows Notes
Improvising instructions
Gathering extra Always Sometimes Indifferent
knowledge
Response Total class Same Differs Indifferent
(Enthusiasm & Solo Same Differs Indifferent
Competitive Level) performance of
groups
Interest Level Keenness of attending Always Sometimes Rare
the class
acquiring additional Usually Sometimes Rare
information
expression of ideas Always Sometimes Rare
spontaneously
Pre Acquired Acquired Only follows Not bothered
Knowledge Or • From Family the teacher (only mechanical
Awareness • From Friends understanding
• From
Community
Group Co- Spontaneous Gradually after Loner

Ordination observing the
spirit
Individualistic Smart No response
Shy

1. What is the role of indicator in evaluation?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
2. What are the indicators of assessing attitude in a child?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......

5.5 MAKING OF PORTFOLIO (PRACTICAL)

Notes
5.5.1. SIGNIFICANCE OF PORTFOLIO
Portfolio is a collection of art work intended to show case children’s style or
method of work. Sometime, a students’ portfolio can be referred to as a scrap
book .A teacher not only can go through the portfolio for evaluation, but it will
play a determining factor in future to take some decisions. An effective portfolio
accurately represents the child’s ability and skill in the best possible light. It
illustrates the child’s expression and communication abilities as well as
showcasing the work. Through portfolio art speaks for itself. At the end of session
or year, when all art work gathered in a portfolio, teacher can be more clear about
the growth of a child he/she can spent some time with an individual’s work with
a critical eye, thinking about what should be done for improvement.

1. What is Portfolio?
……………….....………………………………………………….......
…………………….....…………………………………………….......
………………….....……………………………………………….......
5.5.2 MAINTAINING A PORTFOLIOS

A good portfolio should contain a variety of art work in a good number. A teacher
may explore in depth and might think of different kinds of art works. It is best to
include work in portfolio that reflects creativity of child. A student who is
submitting a portfolio can show evidence of original thinking, imaginations and
skills. Here quality is more important than quantity. A portfolio may contain
following;
1. Drawing: A portfolio should have good examples of drawing in a variety of

media such as pastel colored pencils, markers, ink, charcoal etc. A sketch
book could be included. Drawings may include objects, people, nature, and
environment.
2. Paintings: it include acrylic, oil pastel, water colors, paintings, drawings
made with colored media could take the place in portfolio.
3. Design: it includes posters, layouts, graphs, maps etc.
4. Collage: it is an art work created by sticking different materials on the paper,
like news paper , magazines, colored papers or other objects such as fabrics,

buttons, feathers etc. Children give shape to their imagination by these

methods.
Notes
5. Prints: there are so many ways to take prints like from stamp pads, leaves,
vegetables, eraser etc .When children do this kind of work, it can be included
in portfolio.
Portfolio may contain notes, comments and questions. A teacher may ask children
to bring an empty paper bag or an empty file. They may be encouraged to decorate
their portfolio in their own way and draw a picture of them on the top of it.
5.5.3 HOW TO USE A PORTFOLIO FOR EVALUATION

Individual portfolio review should be a part of ongoing assessment throughout
the course. Teacher can evaluate through portfolio after a period of time or can
have a discussion session for peer evaluation. Portfolio can be a good instrument
for focusing on other’s work. It may be used for evaluation in many ways like;
• Teacher & parents
• Among student & peers
• Among teacher parents & student
Students responding to their own & their peer’s work is an important part of
evaluation. Discussing their work with others, help student to refine their art
expressions. Teacher may also encourage them to develop critical thinking & to
take responsibility for their own learning. This practice allows them to see
compiled direct evidence or real growth which can be a great source of satisfaction
and pride. Progress is readily apparent for every student. It is important to note
that challenging oneself personally and exploring new idea of working are essential
in artistic development. It should be made clear to all children that all of their
visual art work will be in that portfolio whether completed or not and will be
evaluated so that the child feel motivated to work hard.
5.7 LET US SUM UP

In this unit we started with the significance of evaluation & the objective of it.
The main purpose of evaluation is the diagnosis of deficiency in learning and
determining the interest for the art and getting knowledge of their growth. We
have discussed the indicators of evaluation in art. In teaching learning process,
the more accurately we judge our children, the more effective we will be in
directing their learning. The understanding of role of a teacher in procedure of
evaluation is very much needed, so in this chapter, we have tried to differentiate

between process and product of evaluation in art. We also give some tips , which
we can use while evaluating children. Further the procedure of making portfolio
Notes
has been described as this has a significant role in art evaluation. The concept of
portfolio has been made very clear for your understanding.
Evaluation, particularly, at elementary level, is a series of art activities; those are

designed to measure the effectiveness of teaching learning process as a whole.
So the types of technique and tools and their use must be very clear to you. These
tools play a very important role in evaluation of a child. We are sure that this
brief picture will prove very helpful to you in school.

1. The purpose of evaluation of art is to know about child’s knowledge, skill,

ability, creativity, expression, perception, values and individual needs. This
is also for giving feedback to child and parent.
2. Evaluation should be done with very much care and caution. Teacher should
keep in mind the objectives of art activity, conditions in which work is being
done, developmental stage of child and specific need of an individual.
i. wrong
ii. Right
1. Comprehensive evaluation- It means the final grade assigned to the child at

the end of session.
2. Learners can give their views
1. Refer 5.2.3 sub-heading
2. Teacher should compare with child’s own growth.
1. The result of evaluation is important for children and parents.
2. students in the class compared their own work with others and easily
appreciate and negated each other’s work in a healthy manner
1. Sketching motor skill

Dance body movements

Painting color combination
Notes
Theatre dialogue delivery
Collage making creativity
Check Your Progress 6
1. i. Rating scale
ii. Observation schedule
iii. Anecdotal record
iv. End
2. i. The formal record of the teacher’s observation about child’s behavior.
ii. Accurate description of event, interpretation of the event, relation with

personal development and behavior.
1. A teacher can set goals and priorities of evaluation through indicators. She/
he can measure the achievement and need of a particular child with the help
of indicator.
2. i. Co operative
ii. Over confident
iii. Submissive
1. Portfolio is a collection of art work. It can be a file or folder where all art
work can be gathered for future. Whenever a visual art is being done, it can
be put in portfolio.
1. 1. Drawing
2. Painting
3. Collage
2. 1. for evaluation at the end of session.
2. for keeping record/ evidence of growth in a child.
3. Students may give their art activities


Notes
• Position Paper: National Focus Group on Art, Music, Dance and Theatre.
Published (2006), NCERT,New Delhi
• Position Paper: National Focus Group on Heritage Crafts. (2005),

Published(2006), NCERT, New Delhi
• Handbook on guideline for Art integrated learning – NCERT http://

en.wikipedia.org/wiki/Evaluation
http://www.ncert.nic.in/rightside/links/pdf/framework/nf2005.pdf
http://www.evaluationtrust.org/evaluation
http://www.teachervision.fen.com/classroom-management/resource/
5803.html
http://www.irvingisd.net/curriculum/curriculum/art/elementhtmary.
http://www.cedfa.org/teaching/curriculum/artframework.pdf
http://www.princetonol.com/groups/iad/lessons/middle/middlelessons.html
5.9 UNIT-END EXERCISE

1. Describe the significance of evaluation in art?
2. Differentiate between continuous and comprehensive evaluation
3. Explain the significance of portfolio. How will you use a portfolio for
evaluation?
4. What do you mean by “indicator” of evaluation?
5. How evaluation of art is different from evaluation of other subjects?
6. Mention the advantage of following tools of evaluation
• Observation schedule
• Display
• Checklist
7. Why do we use a large number of tools and techniques for evaluation?
8. Make a sample of anecdotal record
9. Given below are four situations, in the following situations, identify which
tool you will use preferably;
Sculpture making.
Dance
Group Activity
Role play

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Understanding Arts and Arts Education (Theory)

UNIT 1 UNDERSTANDING ARTS AND ARTS

Block 1 : Art Education 1

1.1 LEARNING OBJECTIVES

• Explain the perspectives of visual and performing art.

• Analyze diverse ways of communicating concepts.

• Analyse the importance of Arts in enhancing the traits in personality like

2 Diploma in Elementary Education (D.El.Ed)

Social Respect for self

1.2 MEANING AND CONCEPT OF ART EDUCATION

• The visual, tangible art

• The performing arts

1.2.2 THE VISUAL

Block 1 : Art Education 3

1.2.3 THE PERFORMING ARTS?

It is something which is performed, seen and heard.

4 Diploma in Elementary Education (D.El.Ed)

But some others are

Artists who participate in performing arts in front of an audience are called

Block 1 : Art Education 5

Check your progress -1

3. Art always has to be very beautiful. True/False

4. I found a very interesting shape of stone. I brought it home and mounted it

1.2.4 NATURE AND SCOPE OF ART EDUCATION

6 Diploma in Elementary Education (D.El.Ed)

Art education has been linked to advanced cognitive development in

In a 1998 report, “Young

“Learning and the Arts:

• Conveys Messages Creative arts include many forms of artistic expressions

• Personal profile and growth

Varied options of profession These are taught in schools starting from

8 Diploma in Elementary Education (D.El.Ed)

educators, professional singers and dancers architects, cosmetic surgeons,

Check your progress –2

Block 1 : Art Education 9

3. What do you understand by expand their learning styles beyond linguistic

1.3 IMPORTANCE OF ART EDUCATION AT

I zoom across the class and am always the first to reach

I do need a lot of food in the break as I need to refuel

10 Diploma in Elementary Education (D.El.Ed)

9. Imagination and vivid expressions (imagery) create opportunities of positive

1.3.1 NEED AND IMPORTANCE OF VISUAL ARTS

• Sight is an important part of the visual art curriculum. Such a sensorial

Block 1 : Art Education 11

learning. Students need encouragement to observe details in their

Example -1 Key skill: Observation

Suggested Resources: Models of forts

1. Introductory Activities: Making documentation cards

2. Main Activities: A walk through the

Preparing the map of historical fort

12 Diploma in Elementary Education (D.El.Ed)

3. Concluding Activities: Adopting a historical building.

Example 2-Making Sense of Things

Topic: “Bridges/ Flyovers”

Block 1 : Art Education 13

Bridges tend to be symmetrical. Have students explore the meanings of

Let them understand the structural strength through the understanding of

Example - 3 Exploring the World of Art around them.

14 Diploma in Elementary Education (D.El.Ed)

You may invite a local potter to conduct a

1.3.2 NEED AND IMPORTANCE OF PERFORMING ARTS

1.3.2.1 THE WORLD OF DANCE

Let us focus on encouraging students